Clockwise advanced Teacher’s Resource Pack PHOTOCOPIABLE Maggie Baigent & Paul Clark UNIVERSITY PRESS» » a dn. » CONLents Actity Descinton| (OT As maTTER OF FACT 02 Te MANAGEMENT 03 feApy, STEADY, COOK! “Team game and presentation based on - “food and cooking (04 know your miciTs ‘Reading activity and quiz on rights _ and conditions of employment 05 weo.ock on nemtoce 06 excwsiver 07 TRviaL Tava OB Aseasi0€ RESORT Forma rp presentation on our 09° suocement vay 10 ‘HEAD, SHOULDERS, KNEES, AND TOES TT LANGuaGe ckar Roo 2. iwremner nerRooucTions 13. quore unquore 14 Wien In ROME 15. ON the ROAD 16” ANY PLANS, MR PAVAROTTE 17 Townor county?Aatiity 18 sire 19 TRueure stom 20 trwowr start Di spor THe istaKE| 22 Ts, Tar, AND THE OTHER 23 Franc sewantics 2 CONDITIONAL CONUNORUMS Card game about common techrical problems .NTA a 01 AS A MATTER OF FACT CREE Pre-activity omnes Nehiptesudengettonns ] + Dele cheletin we dors nie how yours somes and ech other beter some false. Make sure the false facts are believable! ‘To practise asking and answering questions and contradicting deena + In class, ead out your sentences tothe snudents and ask them co decide ‘which ones are erue and whic false. If chey guess wrongly, contradict them using sencences with Actually, Ar mater offic, o At ithappens, 0g, Actually, Ido have three dildren, Point out the ways in which stess and inconation can affect the politeness of the contradiction, eg. heauy stress on do and actually in the above example can make che contradiction sound sarcastic Eris The use of Actual, As @ matter of fact, ete to contradict potely (Betualy sheen treaty a bolt 5 doncer H's only twenty-two, D — ceuciy) + Ifthe students don’t know you very well, invite them co ask you more {quescions, either based on the facts you told them or more general ‘Speaking i i { i 4 a Procedure (30 minutes) 1 Divide the class into groups of four and ask the students to nore down ‘wo or thee questions thar they would like co ask each other. When they are ready, get chem to ask and answer their questions in their group. 2. Give out one Thue or flse? card per student. Asa group they decide on three facts for each group member, two true and one false. They can tase details that came up in 1, or other information. They complete the ‘True or fils? cars, withthe true facts next to the ticks and the fase Face next co the cross 3 Asaclass, che groups take it in turns co read our the facts (make sure they read them in random order!) about cher team members. If che ‘other eam can identify the false fact, they win a point Ifchey choose ‘wrongly, che ream whose turn it is should contradic them using a sentence with Actually, ec, eg Actually, Simona dd climb Mont Blanc lat . summer, and chey then win a point for thernselves. Continue unel all, d the cards have been used. The group with the most points ar che end (ear Use ater Classbook Lesson 01 ‘The actvty can also be used as an Ina ‘geting to know you' activity with anew group cans ‘Copy of one True or false? card per student Extension activity + Ask the students co wrt profie of one of thir classmates which they bring to che next lesson, They read their own prodles and contradice any information which isnot comece 01 AS AMATTEROF FACT aAS A MATTER OF FACT True or false? HEE riorocoriaace © oxrono universy ss02 TIME MANAGEMENT To practise reading and summary stalls mn Vocabulary related to time ‘management (set gools,prirtize cals, unwelcome interrupeions) ean forth mainpots of ato, QD Sitting notetaig pesrg Use ater Classbook Lesson 02, Reoding ‘Materials. Either ane copy per student or an OT of Pe chart A (Preactivty) Two copes of Pe chart B per student (Pre-activty and Extension activity), (One copy of Text, 8, oF D per student ‘egostodbaiiied meta Tieng yor gst Sete sono porta sa peter Ue tendon YS tapes wou con ate tn Tndbowtongitnate {Arango you offes er your desk so ‘you can se but ot be see too much, ‘Make all your phone cals _ partie tine of days Make the most Pre-activity (15 minutes) + Show the students Pichart A on an OH, or give them a copy each, Explain che chart shows how someone spends a ypica! week. Ask them to make deductions about the persons age, occupation, + Give each student a copy of Pe chart B and ack chem to break ie down according co how chy spend atypical week + Aslcthe students co work in pairs and, using cei pie chars cll ach ‘other about what they spend mos oftheir time doing. Procedure (40 minutes) 1 Write Time Management on the board, and ask the students what the ‘expression means (che concept of analysing how we spend our time and hhow we could use ie more efficiently) 2. Ask che sadents to brainstorm ways in which they waste time / their rime is wasted ar work or in their studies and how time-vascing can be avoided. Lead whole-class feedback on the discussion, 3 Asa leadsin to che text, write the following nouns on the beard and ask the seudents in pairs to think about which verbs or adjectives can collocate with the nouns targets intrusions phone calls abusiness stress interruptions goals workload time Possible answers 3 set reachtargets voi andl ietuptons Unwanted intrusions set/ achieve goals pronitize’ make ‘answer phone cals feduce organize your workload yun setup a business lose rack of waste save time ree (ene stress s ee 4 Lead wholeclas feedback and explain chat some of these collocations appear in the texts they are going to read. 5. Divide the class into four groups, A, B,C, and D. Hand out copies of ‘Test Ato group A, Text Bto group B, ee, Explain that the texts come from a book called Manage your tie. Ask the students to read their tex, underline the collocations from 4 that they notice, and nore down the main points, Seta time limit of five minutes. 6 When they are ready, divide the class into A /B / C/D groups to compare ther texts and opinions ofthe advice given. Monitor and assist the seudents (see Sugged answer), 7 Lead whole- 10 hours sport ~~ 10 hours socializing 40 hours work “—~ 14 hours eating and drinking Pie chart B PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSvuting x ng king GEES Nees 02 TIME MANAGEMENT Text A | ANALYSING YOUR GOALS ‘ong-term personal and profesional goals are essential | Listen tenes sein ovr asta Ba i eso term a personal goa, such as starting a family, may take temporary precedence over lng-term aims suchas running @ ‘business. Any plan to improve your use of time depends on being clear about your goals. SETTING GoaLs ‘Weitedowa ll your goals an then divide them nto sho and long-tenn, personal and peoesional. Consider whether Your goal ar reals; while you eannot change your Dhysical abuts, you ean ea new kil at ny tne, Think | Seat wich sil you ned to aque wo achieve the poals you hve set. As the atonal idea of one job fr ite | Sisappears, you may have to update cerain skills inorder to romain employable, and this means your profesional goals can be schly varied. Finally sea imeable decide when oo ‘would lke to achieve each of your goals PLANNING CAREER GOALS ‘To hep you acieve your goals, itis important to make long- ad shotterm career plas tat yu cn beat in mind as you ‘Pan your use of time fom dy (0 dy Text B AVOIDING INTERRUPTIONS Weekaniermetions refi, ba everyone neds to work undisturbed at certain times. Make your working day as productive as possible by discouraging imerrasions by colleagues, and reorgoniing your afice 0 that you are less visible. RETHINKING WORK SPACE You are especially vulnerable o interruptions iit is easy oe passers-by to catch your eye, Position your desk so that you can see who is approaching the door. Keep your office {oor closed when you do not want tobe interuped, Even if you work in an open-plan office, you ean minimize Jmecruptions by making changes tthe layout of your ‘work space; repositioning your desk behind fling cabiness, for example, or placing your computer moniter dred in font of you. Once you make yourself less visible o staff and colleagues, they are less likey 1o disturb you unnecessaeiy DISCOURAGING INTERRUPTIONS Use negative body language to fend off unwanted intrusions. Tur your hesd, but not your whole body towards the visitor: Use signals sue as glancing at your watch, Break down longterm plans into weekly and dally action plane. puoroconiasie © oxroro unwversiry press TERTIME MANAGEMENT Text C MAKING PHONE CALLS " eres hardy abuses that does not depend on the phone Jor apd and direc communication ts eet and Appropriate ce cn dramatic prove your effec) and performance void sg28f distractions ‘when talking on the phone, Focus ‘on what the caller is saying, CHOOSING WHEN TO CALL Set aside a speci time of day for making phone calls end lisa the calls that you need to make every day. Be clear about the purpose ofeach all and draw up a brit agends for cach as if the call was a mecting. Then make sue you cover ll the items onthe agenda during the conversation. risitze our phone cals in order of importance, o ensure that yeu concentrate your ime and rexources on the most importa and urgent calls KEEPING ON TRACK, ‘Do not et a phone conversation stray too Far from your agenda unless there i a good reason, such as dealing with an ‘unexpected problem. Take notes, and tck off tems on your ‘agenda as they are covered. You may find it easier to lead your conversation if you stand up and walk about, Ascess the purpose of the call for example, can you Its easy to lose track of time when speaking to someone _be brie of do you need to spend time building up a ‘whose conversation you enjoy, bu try to keep this incheck. rapport or placating an angry customer? Text D SCHEDULING TIME OFF aging ese aes mare haat ire onze your workload. owl fry do ot Seas, ied eur et eer our ater Ty make time for family and friends, hobbies, and leisure activities. ae e delegation. x Holidays and ‘TAKING DAILY BREAKS ‘Some business leaders include a regular period in their day when they briefly take time off. Similar toa siesta, it soften taken after lane, Tair doors ae shut to interruptions, allowing them to take short period of semi-slep (only about 10 minutes, ‘wich has a recuperative effect upon the body. Schedule a set time each day to switch off; pick a quiet period that fits in with your personal energy tythm and work obligations. Itcan be dificult to finda suitable place to take such a break ‘Open plan offices lack privacy nd are noisy, making it dificult to relax. Try to find a vacant room or office avay from all disturbances, RECHARGING BATTERIES ‘To recharge your batteries you must lead a well-balanced life and schedule time off Spend ths time with amily and friends, exercise regularly, eat propery, ear new things, and take holidays PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS &03 READY, STEADY, COOK! Pre-activity (15-20 minutes) + Ask he scudents how they rate themselves as cook. Tell them they are going odo. quzto chek out thei cooking ability (the acti oF ours, esting thet cooking vocabulary rather than thet bili ani sup co you at which poincin the activity you decide co pone this ou) + Aslthe students to workin pairs and give out the quiz. They have ten tinutes to answer the questions, using a dictionary if they wish, + Call ime and go sheough che answers Ask them ro ad up their points and read What! our sre? [Note The giz anser might depend nthe country you are teaching in and the calare and nationality of he dents oe prepared to ec oaiton To recycle food and cooking-ceated vocabulary ‘To develop fuency and confidence in making presentations Er Vocabulary for food items (ream, spinach, asparagus) and food | Preparation (grate child, sce) | Reading, speaking + Check / clavfy any vocabulary queries. En Use ater Classbook Lesson 03, Procedure (25 minutes + depending on the size of the class) 1 1fyou are working inthe UK, ask your classi chey have seen the television programe Ready, Steady, Cook. Otherwise, explain tha tie a programme ‘where professional cooks ae given a selection of food items and have to ‘invent and prepare on television a dish using only these ingredients, within a given time limic Tel chem you are going to challenge them co do the same, with imaginary ingrediens, unforeunately! Teen ‘One copy per two students of the Are youa good cook? quiz reactivity) | (One copy of Set A cards and Set 8 | easeenetsee coord ste gaat amo tech st | eaerese seen erent or foe ide hem inc ou | © groups. IFehere are more chan sixeoen students, divide chem into teams of four. You will need rwo copies of the Ser A card and Ser 8 cards, 3 Spread out the Set A cars and the Ser B cards separately and Face down fn che table. Ask each team to take two cards from each set, then another two cards from either st (sx in coral. 4 Tell che students ther challenge is co create a delicious dish, using only the ingredients they have picked. They can, however, use unlimited amounts of water, ol, salt, and any herbs or spices they want. They should also give cheir dish a name and will have eo present it and describe how itis made tothe res of the clas. They havea time limi fof ten minutes ro create thei dish, '$ Ask each team in turn to present their dich tothe class. Seta time lime ‘of two minutes foreach presentation. Ask the students €0 vote for the winning dish (chey can‘c vote for their own!) In che event ofa te, che teachers vote decides the winner Extension activity +The students write che recipe fora fvource dish of theirs oF a pial dish oftheir county or rion. These could be put up onthe was oF the classroom and / or phorocoped and distributed to the other, _ Breadcrumbs, sugar chopped mits, geen oeinn, ether chopped herbs, salt rated Be ee, 3 READY STEADY, COOKEISSN 03 READY, STEADY, COOK! Quiz ua pre yO" 4 900d cook? 1 Would you normally chop or 2 Would you normally toast or slice the following? saute the following? L atternon OF nuts © spinach i potatoes CO cheese 0 bread L bread O cheese CO sartic mushrooms O parstey onions es | i 4 Would you normally boil or 5 Name four things you might drill the following? sprinkle on top of a dish. C1 fitiet steak DB tomatoes potatoes D asparagus D esas D salmon (Es TOTAL score PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS a Ea 3. Would you normally serve the following hot or chilled? C1 a cheese souffé 1 an avocado ip OC aliver pate (C2 a marinated fish dish O fish keoabs (1 a baked pasta dish What's your score?a SSN * 03 READY, STEADY, COOK! beef fillet chicken breast. salmon PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSSRE VANE eee 03 & READY, STEADY, COOK! ‘Set B cards potatoes onions GP04 KNOW YOUR RIGHTS ‘To develop fluency and extend vocabulary in dscussing work-related matters Vocabulary related to rights at work and conditions of employment (maternity leave, made redundant, racial dscriminetion) Language of speculation Reading, speaking sLess0n link: Use after Classbook Lesson 04 Meas Three of four copies of the Introduction to put up round the class Preactvty) ‘One copy ofthe Introduction per pair of students reactivity) ‘One copy per student of the (Questions and Answers tc af 3m 4g Se 6d 7% 9 0h Ma 13) 13b , newere FL een ao meee A Sean | sem aicotien tat i | Sears Set | Answers I Pre-activity (10-15 minutes) + Use the uradacon ex for aunningdictaso. Pu up hee o four copies fe srund se clas bo don let che stages ead + Ask the seadents co workin pairs one ro dictate and the othe to wrt The ‘une must sce czate he exon ee wal eo hee partner by aren inthe memory beveen val and pater-They Ean return co the wala often as hey ike Bar mesmo send ad shout fom the wal they mun return thir pane each cine and speak quietly seven whip + sk che runner to check the writer's version including spelling and punctuation. + Give a copy of the nvaducton o each pair and ask them to check it rogether, [Note Ifyou prefer, oi rong dictation i mot practicable your clas dinate the tet yours, Procedure (25-30 minutes) 1. Ask the students where chey think the You and your work cext is from {Ges the blurb from che back ofa sel-help book informing people of their rights inthe workplace under UK law). Elice the kind of information / ateas the book mighe cover (contractual conditions, pay, healeh and safer, discrimination and harassment, maternity rights, termination of employment and redundancy), 2. Write the following words on the board in cwo columns. Seta time Limic of chree minutes and ask the students in pairs to ind as many smacches as they can, ‘A age go_-matemity termsand company unfair industrial racial Sin ‘Sunday B scrmination aform action trading mt policy leave condtions siissaonsirke, 3. Give our the Questions sheet. Ask che students to discuss the questions in groups of thre or four. Emphasize that they will probably not know the answers but should use their own knowledge and experience as well 4 Afterabout cen minuces, or if che discussion flags before chen, give out the Answers sheer and ask the students to match them to the correct questions, 5 Conduct 2 wholeclass feedback session on anything the students found surprising or very different from their counery’s law. Extension activity + Bring in (or ask the student bringin) a selection of ob adverts from newspapers and se how they backup wha the students have discovered inthis activi Fo example, hey might find advers specifing nonsmokers or some actively encouraging applications ffom minoriy groupe (04 KNOW YOUR RIGHTS eePS Vea | “ 04 jl KNOW YOUR RIGHTS Introduction You and your work Itis more important now than it has ever been to understand your rights and entitlements relating to work. You and your work seeks to provide the answers to the most common questions asked by employees at some time in their career, from when you first get a job and need to know what your contract must include to when things go wrong at work. This comprehensive, up-to-date guide is essential reading for everyone, whether in or out of work PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS rere ccc,% 04 KNOW YOUR RIGHTS Questions WERE I want to apply fora job a cate but the advert specifies ‘waitress Can I apply even though am a man? MER ave been looking fora jot since Twas made redundant at the age of fifty-one, Many advertisements seem to specify an age limit below this. Is this legal? WERE We cant go work at the moment because a bomb has destroyed the office Docs our employer have to pay us? WER ye vied iri eployer fr wave years and have alays been provided with 2 compaay cat, eventhough my contract doesnot state [am entitled to one. My job isnt changing but from next year 1 wil have 0 provide my own cat. Is this fir? The application Tom have fla Tora job asks me to state my ethnic origin, Doesn't his suggest racial eserimination? MEME I recently had an interview for a job in 4 supermarket but they told me that I would have to wear their uniform which includes a knee-length skirt. My religion and culture do not allow me to wear such clothes. What can I do? EMD fisve been offered a job which | would like to accept. However, there is only two weeks' paid holiday in the first year of working. Can | reasonably ask for more? HEME There is no work to-do at the moment so Thave to fill my days doing crosswords and reading novels. 'm bored silly. Does my employer have to provide me with something to do? TFT go on strike will T still be paid? HELI Dring may maternity lave everyone in my company was offered computer training, My employer says that I can't have it. Can they do this? (ERIN iy company wants to introduce a ban on smoking in the office. Although I have been a hheavy smoker for aver twenty years, I actually believe this is a good move. However, we have been told there will be no smoking areas at all in the building. Is this far? Thave been working fora company Tor the last elt months and have jot been Asised with one week's notice. My employer refuses to discuss the reason for this. Can aie una dsmisal? MEEM (have been working ira clothes shop Tor over ten years. The management now wants to introduce Sunday opening. My contract specifies five days’ work between Monday and Saturday; can I be made to work on Sundays? PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSeres eects KNOW YOUR RIGHTS ‘Answers WER Siting rater of company pate: Employers can spec whether they want o employ smokers or non-smokers, and to put stoking: related terms and cons into contracts If your employer wants a intoduce @ no-smoking policy they can as long as eveyone is informed inva ofthe an, plenty of warring fv, and help i ofered to ge up Thre sno eal ght to smoking rooms or smoking breaks BEIM Although Sunday work is now common you ‘cannot generally be forced to do itor be sacked Ifyou refuse. Ifyou were employed with a ‘company before the Sunday Trading Act was passed in August 1994 you count as 2 ‘protected shop worker’ and do not have to work ‘Sundays even if you are requested to, Dismissal, ‘or any nther less favourable treatment, on account of refusal to work Sundays is ‘automatically unfaic Ws rant oan ant Tacit one bass oF se except where tees genuine reso isu that teresa genuine eed fora female employee in a caf, 50 they must cotseraplatons fom men ad women ewualy WHEE depends The waitional view is that as ong as an employers paying you for setting aside time for work they donot, necessary have to provide you with work Recent cases have questioned this stance. You may try to argue that your employer hhasa duty to provide you with work if, for ‘example, you ae engaged in specialized or technical work and you have to work to maintain your skits EW egw restannviaa es rear because oftheir race rationaty, colour ethnic fg, or national rin. nis case, theres indret discrimination against women whose culture frig them to wer shor sis, You should tk egal tice from a Ctiens Avice Buresu. DLN Wo 7 you are denied a wainng course because you are pregnant or on maternity leave you may have a case for sex discrimination, HERI Noo. Any pay that you receive on a regular and consistent basis over along period of time may ‘become part of your contract by ‘custom and practice: An employer cannot change these ‘terms without being in breach of contract. A company cat, as well 3s bonuses and benefits such as holiday pay, count as pay fr legal purposes. WEIN 10.7 you have been employed for less than two years you may be dismissed with notice for any reason providing itis not discriminatory. However after two years your employer may ‘only dismiss you for valid reasons such as incompetence or poor conduct. You must be sven writen reasons and at last two weeks’ notice. [LR Wo. tnployers do not have to pay you iF you are ‘on strike o taking any sort of industrial action. IRIN Wo. cvcumnstances wholly beyond his Ther control prevent you from working, our employer does nat have to pay you. You may be suspended without pay until the office is returned toa safe condition. WEEE 6 epoecsare ented a minimum oF four weet’ pad boliday pr yar HERI Uotortarctely there are no Taws which specifically protect people from discrimination on the basis oftheir age. This has meant unemployment for thousands of very capable ‘men and women in their ites PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS Brobabiy nt Companies are encouraged monitor the race of jo applicants and selected candidates inorder to spot any discrimination thats happening, intentional or not. Questions about rational status and tine origin on an aplication form are therefore not discriminatory unless some evidence can be provided that they are beng used inthis way. rns %ed 05 WEDLOCK OR HEMLOCK? To read and interpret quotations To develop fuency and confidence in speaking in a ight hearted debate Ea Language of opinion and persuasion really think .., agree that... As far as can See .., Don't you think 2) Reading, speaking, wlting Extension cctivity) Lesson link Use after Classbook Lesson 05 Rees ‘One set per group of the Quotations cards Pre-activty) ‘One copy per student of the Article. Paper | card for name cards (Procedure 3) Pre-activity (10 minutes) + Write Wek and Hemlckon the board and ask the suudens if any of chern recognize these words They probably won't so el them hae they wl nd them in what they ae oangte read (ame quotations "howt marrage) and tat one an old werd for'mattage and the ther bs kn of poison. They work out which ia which + Divide the cas into pits and give out the Quotations cards, Ask the serdents o read he cards and divide them ico three ples aeconding 0 whether hey think chose quoted are in favour of marnage wedloc), Serine (hemlock, or neutal + Conduct whole-as fedback, Encourage seadents o justify chee Siswers Av avai of interpretations s possible for some othe {jute allow an resonable werpretaion Procedure (approx 40 minutes) 1 Tell the students the quotation from The Independencis taken from a recent editorial inthe paper Give chem a copy ofthe Artie and ask them to read ic quickly to seeif they find ie convincing. Also briefiy ack ‘hem whieh of the people from the Preetvty sage they think would agree with the article 2 Tell che clas that you are going to have a panel discussion on the subject, Mariage isn longer necesary nthe twenty frst century. The speakers will be taken ftom the writers of che quotations! 3. Divide the class into groups of three or four, ach group should choose ‘one ofthe quotation-writers (make sure each group takes a diffrent person) and has afew minutes to prepare their arguments onthe subject While they are doing his, prepare a name card foreach speaker on the panel (fold piece of A4 paper soit stands on a desk and wite the name cleaey om i) 4 After about ten minutes, ak cach group to choose a spokesperson to act the role and put forward thei idess. Ask che speakers t9 come co the front ofthe class and sit in a horseshoe facing the es of the group. Introduce che speakers and ask them to show their name cards. 5 Explain cha the guest speakers have tn minutes in which to discuss the subject, after which the class wll vote on the motion, You should act as chair (sc in the middle ofthe speakers) but only intervene ifthe discussion threatens to die or become too heated. 6 Afvercen minutes, draw che discussion to a close and ask the rest of che clas o vote for oF agains the proposition. Variations + Asabove, buc omit che roleplaying aspect. + Use just the quotations sorting activity asa warmer / introduction to the subject of the Classbook lesson, + Use juse the editorial to lead into a general debate. + Skip the newspaper article stage ifyou feel your students will have plenty of ideas of their own Extension activity + Students write @ composition / magazine article on the same subject as P the roleplay.SVN ee 05 WEDLOCK OR HEMLOCK? Quotations cards By all means marry, F If you get a good wife ‘you'll become happy’ if ‘you get a bad one, you'll ‘become a philosopher | creek phiospher 65-99 Acca str, 198-1983 3 | 1 would rather be a a y | tis always | beggar and single than a | | incomprehensible man | queen and married. 3 | that a woman should ever son cinaetn, ae Jone Aucen, queen of gon, 155 é ngeh roel 17751807 i) | Marriage is like a dull { meal with the dessert at the beginning, ent oloue toute ‘French painter an osreb PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS| CLOCKWISE ADVANCED RESOURCE PACK "05 WEDLOCK OR HEMLOCK? 8 Though women are Marriage has no angels, yet wedlock’s the tatural relation to love, devil Marriage belongs to society iti a social afrequently break up because the more compliant partner eventually feels | got that mariage licence | Tvent sos fom the | mariage burea oa bar compelled to re-assert Ps | for a drink. The bartender his or ber los, separate | si, “What wll you ‘identity. j have, sir?” And Isaid, “A sles of hemlock 11 ‘Martiege has many Marriage is an act of pains, but celibacy has will that signifies and no pleasures. involves a mutual gift, | which unites the spouses { and binds them to their br Som ons, epi foncopoprer PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS05 WEDLOCK OR HEMLOCK? Article EEE The decline of marriage may not be such a bad thing ae collapse‘of marriage in Britain is the "Tee ete te poo decades. Overwhelmingly, this has been 4 good thing. Women have far greater equality; relationships tend to’be flexible and negotiated; abuse, ‘Violence and psychological tyranny: are: I: People a PHOTOCOPIARLE © OXFORD UNIVERSITY PRESS ‘The law is not yet neutral towards marriage, + of course. Married people are still egally bound {0 support their spouses financilly, and can pass assets to them free of inheritance tax when they dic. But: marriage ‘hay become, to a quite degree, 6 %06 EXCLUSIVE! ‘To famiarze students with the grammar of newspaper headlines and Sevelop thelr skin pecicting the stories to follow Vocabulary of newspaper headlines (tax cus, PM, top ministers, drugs ‘woop, blaze, froud allegations) ‘A ange of verb forms and structures, ‘especially passive forms, the present perfect, and future forms Speaking Lesson link Use after Classbook Lesson 06 oe ‘One sheet of pain paper per student ‘and one set per group of Healine cords ‘one copy per group of instructions ‘One copy per group ofthe original Story summaries Recent headlines and stories cut from newspapers (optional, see Variation ‘and Extension activity) Pre-activity (5-10 minutes) + Write on the board: Astronauts x space staon (s youtne on tal for Germany murder Bates to got hearing tet wo dye after ith + Alc the students what chee a (newspaper headlines) and how they recognize them a such (reduced or mising ver forms, no articles or fnumbers, abbreviated sya} + Aslcthem cry expanding /eraneforming them into a normal sentence to summarize the sores ‘postible summaries 7 fe soni ae ced Gi rns cr sae So Teodor ernoger soa brn bus moter Garay Nawborn bates ar gong to eran ests bv days eae bon + Ifthe seudents had difficalry wich this, highlighe che differences in grammar in these examples, Variation + Use headlines from recene newspapers seuck on the board or on an OHT, Procedure (15-20 minutes) 1 Tellthe students chat they will need to use cheie skill at spotinga story from aheadline in the game che ate going co play, called Exclusive! Explain whar chs means in the context ofthe media (a great story which only one newspaper manages to get hold of) 2. Ask the students to work in groups of three or four and give them a copy. of the Inerucons per group and.a sheet of plain paper per student. When they are ready, give chem asec of Headline cards 3 Monitor / arbitrate while the seudents are playing the game but as far as possible lee them work out and negotiate heir own judgements. Theit Story summaries do not need to be grammatically perfect, as long a they show thar they have understood the meaning ofthe headlines and have made some attempr to consider articles, pronouns, and verb forms 4 Give each group a copy ofthe original Story semmarie or write them on an OFT. Ask them to compate the original stores with their own versions Point our that newspaper articles often begin with this kind of one- sentence expansion ofthe headline IF you noticed areas of difculy you could give some feedback on language points or draw che seudents? attention to the forms used in the summaries compared with the headlines, Variation + Give out the Story summaries and the students invent the headlines before comparing them with the originals. Extension activity + Giveout some mor eadine from a recent paper he sudents brainstorm and wie cheionm sory ingroup and compare with the agin osexcwsiveSEE 06 EXCLUSIVE! Instructions Ua ExcLusive! How to play Play the game in groups of three of four. You ate rival newspaper editors, keen to fll our paper with the freshest and most exclusive scores, particulary on the fromt page You can do this by spotting a good story from the headlines submitted to you by fieelance journalists, Each player chooses 2 name for cheir newspaper The Daly Correspondent, The Daily Investigator, The Daly Enquirer, oF ‘The Daily Observer, and writes teat che top of their plain sheet of pap Pur the Headline cards face down in the middle ofthe cable. Each player picks one Headline card. These ate the headlines of exclusive stories which you have received from journalists and you muse choose four to fill your front page, Each player in turn reads theiz headline and sunsmatizes the cory in a sencence. For example, che headline is Granny (85) wins £3m lottery prize! You muse say something like “An 8S:yeanold grandmother has won three million pounds in che lovey” (Remember you will need co add articles and pronouns and usually change or complete the verb form) The ochet Players will decide if your interpretation (and your English is correct IF, you can have the seory. IFyous of the other players are noe sure about your interpretation, ask your teacher, Place the headline in a space on your “front page’ and write in your one sentence summary. IF your suggestion is not accepted, you lose che story and ics ‘he next player's turn. Continue playing, with each player in tuen taking a Fheadline card until everyone has filed their front page (you need four stories) or until there are no headlines lef The winner can either be the ret player to finish of you could have a class vote at the end ofthe activity for which edivor has che mose interesting front page PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSa SNe eae *06 EXCLUSIVE! cards Tax cuts promised in budget Abandoned turtles killing native wildlife Tube removes fire extinguishers LEXCLusive! i Passengers hurt i in air turbulence LUSIVE! Young jobs to be hit if wages rise lottery winnings divided by four XCLUSIVE! Bus lane improves all traffic EXCLUSIVE! General vows to restore democrac} Marchers to meet PM for talks Excuusive! Man held over Majorca murder Australia to boost kangaroo profits Law firms in £40m merger talks cLUsive! Railman held in Beauty contest organizers held PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSEXCLUSIVE! ( Headline cards T gE , LUSIVE! } EXCLUSIVE! Blaze kills 55 trapped in Top minister faces karaoke club fraud allegations 7 i b | ExcLusive! £ ; oe te 400 jobs to be lost ‘Army to recruit criminals t E ascoalmine closes from jail E aiusive = Exctusiv XOLUsive! v 50% dropout rate Banana boat hits a in drug addict test plan lighthouse s Story summaries x 1 7 14 a The government has promised A number of passengers were The organizers of a beauty - to cut taxes in the next budget. hurt during turbulence on their contest have been arrested. 2 fight 15 ‘A general has promised to 8 ‘fire has killed 55 people who restore democracy in his Australia wants to increase the were trapped in a karaoke club, country, profs itmakes omangaroos. ve y 3 9 Allegations of fraud have been Pet turtles which have been The number of jobs for young made against a senior minister abandoned are killing native people wil fall it wages rise ” wildlife 10 400 jobs will be lost when a coal 4 Two law firms are discussing amine closes Marchers on a demonstration £40 milion merger. 18 are going to have ameeting with 4, ‘The Army is planning to reeut Army is planning to recruit thepame inisterto discuss The touery prize hasbeen newaaldersanonget ote reir case. shared between four winners. in prison. The London Undergroundhas 12 » Freee te remsertound Mas ralway worker has been 50% ofthe drug addicts who Since roe eons arrested during araid by police were on an experimental | io looking for drugs. programme failed to complete it. | 6 13 20 ates ta ante held by the The new bus lane has improved A boat carrying bananas has murder commited In Majorca, the Now ofall tafe Crashed into a lighthouse. r] EGE uotocoriaste © oxrono universiry press aa Ee ‘07 TRIVIAL TRIVIA To practise polite question forms and polite responses to requests for Information Indirect questions (Do you know ..? Do you have any ie 7 Expressions for responding (ve no dea, haven't a clue, thaven’® the faintest idea, 'm prety sure.) Speaking Use attr Classbook Lesson 07 (ne copy ofthe Question sheet per student (ne or more Answer cards per student (if you have more than twelve students, you need to copy the ‘Answer cards sheet twice) ho ub, en ter. coal sult vals ate it. Pre-activity (10 minutes) + Ashe seudens for an indirect way ro ask questions like Wht ie dos the next bus are? and How they would answer policy ithey diate know the anower or were not are, Wit thes suggestions fbr question starters and responses on the board Suggested answers sponses Indirect questions “+ No, thavea'ta due. + Do you know? + Notofthand, no, + Do youhappen to know .? ‘+ No off the top of my hea, no. + anyidea 2 + Sorry, | haven thefalnest ea + Doyou haven idea ..7 5 ve noidea 5 + Guess what how many who + ve feaing es. + {bet yoo’ know. + Asfarasihnow + Fim prety sue + Divide th clas inco groups of four and ask them to practise asking and answering questions using the expressions. If chey need ideas for {qusstions co ask, write this lis on che board or show it on an OHT. Whereis the nearest cash polnt? How frist the station? How much ita get int the National Galery? How long does itake to gett the airport? ‘When's our next meeting? you know a good 860k on vegetarian cooking? ‘What's the bast restaurant round here? ‘Wiens Jon coming back from holiday? Procedure (20 minutes) 1 Give each srudenea copy of che Question set an expain chat they are soinge playa quia gee where ey have to ind the answers al he {questions Check tha he sents derstand al the questions 2. Give oucall he Aner cin a class of wei or more students, ‘make sure cach student has one card Ina smaller css, each sadn ray have one, two or thes cards 3 Explain hat che atadents have to find ll che answers by going up co classmate and asking just one question polity. The classmate must Ssoner the question they know ehe answer othervise they should use 4 polit expression c show chacthey dont know. 4 Demonstrate the game by walking up ro one student (who you know haan gor che appropiate Annrercard) and asking che fir question They use polite response then you ak another student Keep asking differen scudents until you gt the ight answer. 5 Askehe siden to mill rund and as each other questions inthe same say. Monitor and make sur hey practise che rrgt language and that ‘hey only ask cach ocher one question before going on tothe nex student 6 Lead whole clas feedback on the answers [Note ifthe students ask.you abot / ann Question 7, pont ou tha is prone sight iret nok’ an ‘al, ar proneancedsighy {aero np end ep ov TaVIAL TRATSS eae 07 TRIVIAL TRIVIA Question sheet ® stow many constellations of stars @ sion ary tee rd vitamins are there? @ wien and were i the card © stow many ianavages are spoken ‘game poker ariinate? in the worl today? © when test otter @ wry are interesting but useless facts sometimes called trivia? @ whic Roman Emperor made his favourte horse a consul? vnaerwate? van Goh et oft Canes? @ tion any aire sounds re therein the Ena anguage? Shed ut bo he gon era Answer cards Poker was firs played In New Oars inthe 1820s, but the madern rules ate ‘rom about 1870, Pelé the great Bralan sige who score an astonishing ane ned and ‘werynine goa in 1959, rengrzs eighty elt canstelatlons 1 The International Astronomical Unlen j performed Pilosophial dlomus, whieh was one of mary no-sporting evens atthe Caligula, who was Emperor of Rome ‘rom 37 to 41 8, and wat probably Ven Gogh cut of part of his eft ear Irene | while suerag fom pression, ets generally apeed that the forty-four shonemes (sounds which fect mening) in Eos, Hower ‘ome phonemes, such a6 AY and, have more than one pronunciation, depending here they come a wor “The fit Beatle wae Stuart Sutlife lose rend of Jon Lernen, wh deta 1962. He thought ofthe mame The Shar Beats ad was be frst o Beatles hart. ‘There are theteen vitamins: Vitamin A, loi pes of Vitamin 8 lus Vtarins 6,0, and About 6,000 languages are spoken ordi, but pple often agree bout wheter two commutes speak ‘wo ales ofthe same language or wo Aifecet languages. The word trivia cee rom the trivium, the three subacute as part ofa Clasieal Greek or Roman ‘education: grammar etre, an lic Sperm whales can stay under water for PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSTEACHER'S NOTES q 08 A SEASIDE RESORT Pre-activity (6 minstes) + Ask the sentsto decide what they would do and whete dey would oi hey hada owomee holiday the UK {Iryou haves map fae Clasico, encourage them lok ei freon) + During feck, raise che ssc of whether or north UKs a good Seaside holiday destination To give a formal presentation = The language of formal presentations _and proposals (What we are proposing i... To begin wth, Fst ofa. There is no doubt that ., The simple fact of the matter 15, What we must dois And nally, Procedure (1 hour) 1 Give out one copy ofthe Arse each student and ask them to ead it (Point out char Warmington isnot areal town) Check chat they Lunderstand why the Developmene Agency hasbeen creaed and wha it has to decide. 2 Divide he class into four groups and give out one Proposal card to each group. (Ifyou havea small class, you can use just three Propose ear ot take a role youre) Explain tha they are going co prepare formal presentations using che information on their Popol ard. 3 Before the students prepare for the presentation, lead a language focus slot. Write the headings below on the board and read out the phrases one by one in a random order. As you read them out, ask the smudents to decide which phrase goes with which heading, and write them on the board asa record. Model the stess and intonation patterns ofthe phrases. Ask students to suggest any other useful phrases they know. Reading and speaking Use after Classbook Lesson 08 or Lesson 15 ‘ne copy per student ofthe Article ‘One Propesal card per group of students ‘Amap ofthe UK (optional Starting and ending the talk Slenposting ‘Making a point We intend to takabout Tobegin with, Trare sno doubt that What we're proposing is Frist ofa, Plus the fac that ‘Are there any questions? Wiich brings mete... What we must do is oes anyone have ary points ‘Are foal, The simple fact ofthe matters ( ‘thoy keto make? Tosumus, Quite honesty, 4 Ask che students co prepare their presentation. Encourage them to think about how chey will begin and conclude, what questions other _groups might ask chem about their proposal, what problems there :ight be with chei proposal, and whether ot not they want to illustrate their presentation, eg, with graphs or maps on the board. 5 When they ae ready, ask each group in turn to present their proposal tthe class. Act as chairperson and encourage questions and debate, ‘Monitor che students’ use ofthe phrases in 3, and note down any ‘common oF ecurting errors, {6 When all the groups have done their presentations, ask the students to vore for which proposals the Development Agency should accept. 7. Lead a whole-las feedback and correction slot on the language used in the preparation and presentation stages, Extension activities + Video or audio record che presentations and review the language use. + The seudents prepare a press release or write a newspaper actcle, giving details of the Development Agency's decision. osascasioeresort PE]A SEASIDE RESORT Article Warmington a resort for the 21st century For many years, the local Authority has been trying to find ways of reinvigorating the local nce the 1920s, Warmington Bay, home to 40,000, has been typical south coast of England seaside resort, with its mile-long ®000mry. They have been looking sandy beach, its hotel’ and guest forthe right combination of private house Ach and chi and cheap’ iVeSOnent and sate fnding and at ‘gift shops. Soe ane ‘ast they have found it. The However, the cownchas been in 80¥emment, the European Union, ecline forthe last thity'years The #4 the local council have ‘main reason is that itas become as €Stablished the Warmington cheap fra British family toy to _‘Development Agency, which hs a Spain fortwo weeks of guarantcnd bwdBet of €20m. This i one-off Bushing 35 ive to Warmington SPPOTUN fr the town o shrug for two weeks spenitnervoisly off Years of decline and turn Seeeee _Wamingon Bey nto a esr for eyeing the weather forecast, Proposal cards [1 The Warmington Council Transport Commits Proposals 1 Improve te town’s ray nk to London so that thee is 2 cirect ral, recucingjoumey ine ram 2 hours ess than 80 minutes, Cost £m, 2 Improve the odin o Landon, reducing travel tine fom 2 hous to les than 2 hours. Cas £5, ‘improve the car parking faites into town, Cost 1m. Reasons ‘© Dect nthe umber of long stay tur i roversible. 1» Need to atact day topes and weskod tippers, ‘especialy from Laon, 1» Need to compete wi other south coast resorts Proposals 1 Buda large lisure conto with an inaoar waterpark, indoor ‘ad auticor sports, and shopping. Cos 2. Buia manna or pleasure bots. Cos tm, 3. Renovate he seafront Cost £2n, Reasons 1 Tours wi ana bo the Backbone ofthe loca economy. 1 The foun must modenize in orer to atract Zit century tourists, 1 The marina wi atvact mast investment in shops, housing, and leur feces ststed around. The poputaton of Wermington cout ineeaso by 80% in 10 yaar i | i i PHOTOCOPIABLE © oxFORD UNIVERSITY PRESS Bay 2 The Warmingion Chamber-of Commerce The Chamber of Commerce represen most ofthe businesses inthe tom, incutng hotel and shes, Proposals 1 Bull lage conference carte, Cast Em 2 Amajor redevelopment of Warmington's shaping cee Cost Em, pus £1 to improve car packing eites. Reasons |= Wiemington cannot continu 0 rely only on tours. mst facta ways to tract vistors. "= Conferences and business traning wil fi up hoes ousise tho summer ‘Th group of private compari has 2 race proposal the town, Proposal Bul tho tates bung inthe UK in Wéringon with stoping and laure facies, plus spectacular vows of Warmington Bay from he restaurants and viewing gales tte tp. Cost £m plus £1 for improved cu paring fecites. Reasons ‘= Warmington can any suvive as ahi dostation Hit has | someting that oer resorts donot ave. ‘+ Warmington’ beaut bayside for a view tower rH Us g The the: ac‘09 JUDGEMENT DAY EXCEEEEMEEEE Pre-activity somites mete wi gs oe eee punishments are appropriate for 3 ‘umber of different offenders murder mansaughter armed robbery theft assault dnk-deving Freud extortion “vandalism ENE Vocabulary related to crime and punishment (manslaughter, asoult, ‘Suggested answers ‘murder! manslaughter the death penalty, imprisonment ink-driving, imprisonment ates vobipery, Imprisonment rink, ino " ‘thett (assault. imprisonment, suspended sentence, probation (tees eons ett) rer apne sec aareeing and disagreeing Yo my fraud | extortion imprisonment, suspended sentence Seon sactrScteintn” roy | fale eco think so too, tm not sure ares with eat Procedure (40 minutes) 1 Explain co che students chat they ar going to real about some rea-ife cases from British courts, and that ther cask will be to decide what sort of punishmene(iFany) is appropriate ‘Speaking, reading is Use after Classbook Lesson 09 2. Give one copy of che Real-life caes worksheet to each student and ask them co read each one and chink about appropriate punishmencs [Note (Case 6) In Britain, iis not agains the la tobe dru butte agains the law 0 be ‘drunk and incapable eo drunk tha the police have tarry for gour own safety Divide che class inco groups of two or three seudents and ask chem to dliscuss the cases and agree on the exact punishment. [Fa fine, how :muchs if prison, how long for, if probation, how many weeks, etc. They ‘may decide not co punish 2 all. Make the groups as mixed as possible, wich mixed nationalities if possible, or a gender and age mi. ‘One copy ofthe Reahite cases worksheet per student ‘Suggested answers | ‘Tite ate o cre avers hore, but these ae actual pushers hanes (Sain irc int css on ef 4 When the students have finished, ead a whole-lass discussion on the | cases and the issues raised a i ‘5. Tell che students what punishments British courts gave in each case. ‘Ask them for their reactions and encourage them to speculate what che punishments might have been in their own councry/-es, Variations 1 Cucup the worksheet and give each student one case. Ask che students to mill round and survey each other about appropriate punishments for ‘their offender and then repore back tothe class. 2 Give one case to ewo different pairs. One pair has co prepare the prosecuting lawyer's final speech in which he /she demands a severe penalty. The other pair prepares the defence lawyers final speech in Which he /she admits che client's guile bur gives reasons why the punishment should nor be severe, These speeches ate read out to the rest ofthe class, who decide on ehe mose appropriate punishment Extension activity See Veriton 2 ov 1ocenent oaJUDGEMENT DAY Real fe cases Below are a number of true life stories taken from British court. In each case the defendants have pleaded guilty, and ther guilt has been proven. You are the judge, and you must decide how they should be punished, You can pass a community ce order, put them on probation, give them a suspended sentence, fine them, or sentence them to a period in prison who work selling snacks and hot drinks on trains. Unknown to their employers, for the past three years they have been selling their own tea, coffee, chocolate bars, et, on trains rather than the company’s, and keeping the money the customers gave ‘them. They have made a creat deal of money doing this. 1 Two men in their thirties Both men have families and no previous convictions. Their defence is that ‘Everybody does it, We're just the ones who ‘got caught ‘who specializes in persuading old age pensioners to invest their savings in non-existent businesses. He is known to have stolen £45,000 from six people and believed to have stolen from others, too. Some of his victims have lost all thelr life savings. 2 A fifty-sixyear-old man This man has spent a total of eighteen year for similar offences. prison 3 4 An unemployed nineteen- year-old girl who lives with her parents. She tried to steal a bottle of shampoo from a supermarket. She has no previous convictions. ‘An unemployed seventeen year-old youth. While buraling the house of an elghty-three-year-old ‘woman, he was unable to find her money. He waited for her to come home and hit her several times in an effort to get her to say where she kept it, Eventually he left with £15. The elderly lady spent lover a week in hospital He was expelled from his school for bullying and fighting, he has previous convictions for being drunk and disorderly and for assault, and he may be a drug addict (though he denies this). He comes from a very violent home, His father has been arrested twice (but never prosecuted) for assaulting his mother. PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS A twenty-eight-year-old building worker with three children, Even though he was already banned from driving (for drink-deiving), he stole a car when drunk, broke the speed limit, crashed into another car injuring the other driver, and ran away from the scene of the accident, He has never been to prison but has seven previous convictions for drink-driving and speeding. ‘An unemployed, divorced woman of fifty-two. The police found her lying drunk and semi-conscious in the street at two o'clock in the morning, She has fifteen previous convictions for similar offences, and owes a lot of money in fines which she says she is unable to pay.HEAD, SHOULDERS, KNEES, AND TOES Pre-activity (5-10 minutes) + Wrice this question onthe boatdor show on an OFT. Which pon) of ‘ur dy wld ou normaly? Then read ou (reveal on the OFT} the following verbs and lc quick answers fom the las strug cots ate shake tap blow nod fold To revise and extend students? knowledge of expressions which Include parts ofthe body ‘Expressions including parts of the ‘Suggested answers body (st foot i, catch somebody's ‘shiug. shoulders ‘ap tat tngors ‘ye, turn your back on) ‘ross legs, fingers iow nose ‘More ilomatic expressions (a ‘aise eyebrows, arm, hand nod head shoulder to cry on, give your right shake head fold. arms crm for, tangueinche guein-cheek) ‘+ Change the question to Which parts) of your body would you normally use ‘o..? and elcie quick answers for che following verbs, Dictionary use point wink srif_ beckon someone Inferring meaning of dlomatic Suggested answers expressions from context = paint nger sit nose wink eyes beckon someone finger ‘Lesson link: Use attr Classbook Lesson 10, Procedure (40 minutes) 1. Give each seudenta copy ofthe Crosword and ask them to work in DEES ‘One copy per student of the pairs to complete it Set a time limit of five minutes. (This is 2 Crossword springboard tothe Vocabulary exzension and the students shouldn'e find ‘One copy ofthe Crossword solution ieifficue, hence the time limit) ‘on an OHT (optional) ‘One copy per student of the Vocabulary extension worksheet (ne set of icloms and definitions cards, cutup, per pair of students 2. Check the answers orally or by showing the Crossword slution on sn OHT. 3. Give outa copy ofthe Vocabulary extension worksheet co each student and divide che class into pairs Explain char in each group of seneences the gapped word isthe same ‘part of che body’ word. In each group, che first sentence is 2 compound noun or a common extension of the meaning ofthe word, the second is literal expression including the word, and the third isan idiomatic expression 4 Check che firs example with the lass. Ask the students to continue in their pairs, checking ther ideas in thei dictionary 5 As students ger cowards the end, check that chey all have che correct a answers, Encourage them to keep a record of al the expressions they 2 didn’ know. 6 Asa quick check, give each par a se of liom and definitions cards. Seta ‘ime limic of two minutes and ask them co match the idioms with the smini-defintions, Answers ‘Answers “(dioms match) id 2) 3k 41 St G7 Be 92 Toh Tg tz * Extension activity + Individually or in pais, che students write gapped sentences containing some ofthe expressions from the Vocabulary extension worksheet. Use these ar the beginning ofthe next lesson asa recycling activity. 10 HEAD, SHOULDERS Kees, AND TOES10 EVE eee HEAD, SHOULDERS, KNEES, AND TOES Crossword ry f fo} [| f D tyr CoCo Al ln f 6 u Pa " 6 El J 8 He slipped the wedding ring onto her { 3 She shook her 1 Her son was lying peacefully on his the sight to her right _ and ran off 6 She put her kissed him, 5 He ripped the handbag from her 7 She lay on the floor with her and her hands behind her head. sadly. 2 He kept on running in spite of the pain in his 4 She went into hospital for an operation to restore around his neck and bent. next to her engagement ring. 9 Place the tip of your _ front teeth as you pronounce this sound. behind your 10 He leaned over and whispered something in Philip's _ 1 He leant back in his chair and crossed his left over his right. 12 Can you touch your PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS fingertips? with your k v 4 ' 4 m —_ ii —«_ |‘10 Ira ISE HEAD, SHOULDERS, KNEES, AND TOES Vocabulary extension An ashtray was balanced on the remember strolling He would give his right We all have unique -~ ¥en crossing my It’s hard to put your The bag comes with a handle and adjustable Looking over his She desperately needs as Maria's socks had holes in both He was standing on his tip He keeps us all on our ‘The house stood by a stream at the He is the only senior statesman to set Last weekend she finally put her = He's got holes in both «= T got down on my hands and ‘The country was brought to its He stood up, turned his My excwife had talked to my lawyer behind my (young etre usualy enjoy pz, oks, x She held her The soundtrack to the video includes Madonna's Si | decided to go for the chicken = He saw the police coming and decided to The defendant clearly did not have a fs B eas see rn preted to Dept pa Including breakfast, the price per Off the top of my funsnomns ‘What you need is a hands-free mobile with an He had a good & © arm ® © © ® © of a chair in aM __along the boulevards of Paris. for a job at the BBC, prints, even identical twins. s that I'll be OK to play again. fon exactly what the problem Is. strap {he saw Mrs Howard and braked sharply ‘to ery on and a sympathetic listener 50 he could see over the wall just by setting a great example of alittle it in the country since the bombardments. down and refused to go to the match of his jeans and a tshirt ripped atthe side, and reached under the table, by the cost of the war ‘of a truck with no idea how he had got there. fon Blake and walked over to the window, bout I didn’t realize. ‘twisters, and riddles. what could she say? in-cheek song, Material Girl. in tomato sauce, it to stand on. of the Metropolitan Police. for the weekend package Is £185. 1 Tcan‘t think of anything ese aT ~tzzm phone, so you can drive safely. for languages and had already picked up Dutch, Vt just have to play it by basummaest as I’ve no idea what they will ask. He suffered a black He tried to catch the waiter’s ‘There's a lot more to that job than meets the _ blurred vision, and a suspected broken nose, ~ [ So he could order PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS NSN10 ‘. HEAD, SHOULDERS, KNEES, AND TOES put your finger on without telling s.o Crossword solution L _ "a A K frfofolr] f falelalo 5 fe[yle| 1 fslwloluiulelela : alR[ ¢ - k|n[elels| ( é Flr [niele[r frlolniefule Ee “elalr| Ez E|G 0 tTlolels c Idioms and definitions 6 ® * a ° ois keep 5.0. on their toes | more complex than wouldlovetohave [aie os 6 2 eo 6 ® Fa bring s.0. t6 their knees {have no chance in be assertive i ag ° @ ® = = ® off the top of your head ® ‘more to sth than meets the eye ® almost destroy 5.0, ® to tell your problems to ® Identity what’s wrong © make sure s.0/s alert q ‘ot have a leg to stand on play it by ear PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS‘11 LANGUAGE CHAT ROOM “To practise the use of eiscourse ‘markers in making an argument ina Simulated Internet chat room ‘To Introduce some of the conventions of chatroom discourse ‘Conversational discourse markers (Surely. Anyway, .., No way!) ( Eammenctatro0m abbreviations Speaking, writing, reading ES Use after Classbook Lesson 11 Dens ‘One copy ofthe Conversations per pair of students Preactvty) ‘One Useful language worksheet per student wiring paper and marker pens ‘Bhutack” to stick paper on the board [Note A cht room isa place for people ro “meetom the Internet either zoilly orto (ies petcadr topic People pend ‘emt ther commronte aed rad what everyone elo 2a, (Ofte shee is more than one conversation sping on at any onetime, 50 itean be quite the very ier Err TSS 13 QUOTE UNQUOTE Wordsearch Wordsearch solution TIH[RIE[A]TIE|N|C]FlO|G]| [TH] RIEJA Ni c[Flo|G Aljlolalc[u]i|tlojalrislifalylolale TlolAlRis ejelalciclelr|timivlelulifels/alcic TiMivielu tiolcly[ululelelr|s|mjelift/o ujylu [ele[s [mle ifcltfe|s[olel clini ilo} lileitfels cltin[ijo NieferlelxjPlcjali[Nleli[Njelelrle LAT TIN] € [s|ule|c/e|s|t| tl 1[alolplifsjulelcle Tlifalolo ifolelclelrlr winle/Kleli{ijolelcle wine |Ke s{k[R[LlF/HiciL[wiaA|MIN|i[s|k[Riulr tlwlalM|[N Tlelelalolv[ilslelsle yi [tlelelajp (sfels|ely LaAls[ilolrle|Mimir[Hie]i fa [als|tlo Mim[R[H | RIAL DIM] I TIN|A|Gi Riese}; [Rial oimf a Ale[Rpele Transformations 1 ‘Why don’t we go to Peru?” He suggested ‘ifyou don't hurry up, rll leave without you! She threatened ‘Reb, you ate all the chocolate biscuits! accused Rob “You should open a savings account.’ He advised ‘Tm really sick of working at weekends.’ She complained ‘it wasn’t me! I never smoke in the house.’ He denied ‘Don't forget to pick up your prescription.” My sister reminded “Yes, Ok, it was me. I was trying to park and | scraped the car on the fence.’ | admitted Transformations solution. 1. He suggested going / that we should go to Peru. : 2. She threatened to leave without me / that she would leave without me if| didn’t hurry up. z He advised me to open a bank account / a shoud open bark aon she complained ab Gace at weekends / that shie-was siek of working _He denied smoki the house. << ee PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSCREST, 13 QUOTE UNQUOTE Worksheet A 1. ‘There is no such thing as society, 6 There ate only individuals and their families! Morgaret Mathes Bish Prime Minister in otelevision 2 ‘I know I have the body of a weak 7 and feeble woman, but I have the heart and stomach of a King! ucen Babe of Egind the tops before ne 3 ‘Ipropose that we insert not before | every verb in the text! \octesov Molt Soviet aegn Minister ering negotiations withthe Americans. 4 ‘People say | am ruthless, | am not | ruthless. And if | find the man who 9 is calling me ruthless, | shall destroy him! abet Kennet meio pltion 5 ‘Subversive? OF course we're subversive. 10 Butif they really believe you can start a revolution with a record, they're wrong. | wish we could. We're more subversive at live appearances! ‘eth lho Rong Stone utr. WEEE Horoconante © oxrono univensiy press ‘America is the only nation in history which miraculously has gone from barbarism to degeneracy without the usual interval of civilization’ xorgesCemenceu, French pltcon ‘Ninety per cent of politicians give the other ten per cent a bad name! Hey Kine, Americon pt, ‘Richard Nixon is @ no-good liar. He can lie out of both sides of his ‘mouth at the same time, and even if he caught himself telling the truth, he'd lie just to keep his hand in! ‘ary Tumon, American President, speaking ten eos ber Nico become Prien, ‘Lam not a crook! Richard Nion Amercon Presiden seating 1272, than o yar before he mes forced by Scandal toresan, ‘Winston, you're drunk! ‘Madam, you're ugly. But tomorrows, | shall be sober! Basie Broaéock and Winston Chachi its polis4 13 QUOTE UNQUOTE Worksheet B 1. ‘Our fear of communism led us to 6 embrace any dictator who joined us in that fear: iy Cre omer American President. 2. ‘Nobody obeys my instructions! itil Gobochey st President af the USSR 3. ‘I pay attention only to what people say. | have little interest in what they think? paleo former French Emperor. 4 ‘Don't give money to beggars. If you feel guilty, see a priest! Edward Koch, Moyer of Ne York Cig 9 5 ‘Conservative people are undoubtedly right in their distrust and hatred of science, forthe scientific spirit is the very spirit of innovation and adventure; the most reckless kind of adventure into the unknown! eo Pou Sartre, Fench hisopher RUN ees "We do not want war; but war can only be abolished through war, and in order to get rid of the gun it is necessary to take up the gun! Moo Ze-dong, Chinese Communist Pty eae seating ten ear before his party ought ts way to poe ‘There was no need to do any housework at all. After the first four years the dirt doesn't get any worse! Quentin Crisp, tisk humors. ‘1 am being frank about myself in this book | tell of my first mistake ‘on page 850! Henny Ksioger American pltiion, ting bout his cutsiogaphy. "Don't borrow or lend, but if you ‘must do one, lend: Josh ings American humorist. “The happiest time of anyone's life is just after the first divorce! oh Kenneth Gott, American economist nd dome PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS( 14 } WHEN IN ROME ... Me Pre-activity (20 minutes) + Asletheseadents to workin pairs. Give out one copy of the Match ihe 2 ‘meaning worksheet per scudene and ak them eo match proverbs 1 fo 20 to definitions ao € Monitor and asst che scudents as they work. (The proverbs and definitions have been divide; proverbs 130 match ‘To learn revise common provers ‘through a matching and memory game Ena dleintions a, proverbs 11-20 march definitions k-t) Common proverbs (once bitte, twice | «When the students have finished, check the answers, 4 sty, Wen in Rome do os the Romans ol Answers tb 2f 3d 4c 5g 6 7h 8} 9e 100 110 tam‘ 13 140.151 16p. 179 5 speaking rage ( en 6 Procedure (30 minutes) 1 Divide the class into groups of four and give out one sec ofthe Half 7 proverb cards to each group. ‘Use after Classbook Lesson 14 DEE ‘One copy ofthe Match the meaning} 2 Explain co the students that chey should puc the cards inthe middle of| 8 worksheet per student (re-ectiity) the group and rake i in curns © pick one up. They should ty t0 3 ‘One copy of Half proverbs, cut up, complete the half proverb on their card from memory. IFthey per group of four students remember correctly, they keep the card, If not, che card goes to the 0 bottom of che pack ‘The winner isthe student with che most cards atthe end of the game. Extension activities + Ask che students about equivalent proverbs in their own language ‘This could also be done afer the Prectviy, 2 + The students think of situations in which they think these proverbs might be used and write mini-dialogues to exemplify their ideas. awe ROME220 The eof 14 WHEN IN ROME ... Match the meaning 1 2 % u 8 16 ” 9 20 One man's meat is another man’s poison ‘The grass is always greener on the other side of the fence, Once bitten, twice shy. All work and no play makes Jack 2 dull boy. | When in Rome, do as the Romans | do, No news is good news. Great minus think alike Too many cooks spoil the broth, ‘The early bird catches the worm, Easier said than done. Two wrongs don't make a right. ‘bird in the hand is worth two in the bush, Where there's a will there's a way. Better late than never. t's no use crying over spit ilk Blood is thicker than water. | Two heads are better than one. Beggars can't be choosers, First come, first served. Old habits die hard, oO 0 J OHO 00 ¢ Oo o ‘2 Some things are more easily talked about than put into practice bb Things liked by one person may be distasteful to another. © People who work J study too hard become uninteresting, ‘An unpleasant experience makes you cautious The person who does something first or early is more likely to succeed Other people's situations always seem better than your own, When you go abroad, adapt to the customs / habits of those around you People with goad ideas often have the same ideas. You cen assume all is well unless you hear otherwise, If too many people are involved, the task will not be done wel People with no other options must be content with what is offered ‘There's na point regretting something that’s already hhappened, when there is nothing you can do about it. 1m It’s better to be content with what you have than risk losing everything in trying to get more 1 It’s better to do something late than not at al (The fact that someone has done something unjust to you doesn't mean you should actin a similar way. Family relationships are stronger and more important ‘than anything else. 4 You will ind a solution more quickly ifthere are two people thinking about it. People will be dealt with in the order in which they arrive or apply It's dtfcutt to do something differently that you've always done the same way. Determination will overcome anything that stands in the way of what you want PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSeee TSP see a 14 t. WHEN IN ROME Half proverbs Oo One man’s meat ... The grass is always greener ... a Once bitten, ... All work and no play ... Me the When in Rome, Great minds ... Too many cooks ... z The early bird ... Easier said ... on oft ‘Two wrongs ... A bird in the hand ... ae ch pee oe ol Where there’s a will ... Better late spe por It’s no use crying ... Blood is thicker ... orn Beggars can’t ... First come, ... Old habits ..."15 ON THE ROAD Pre-activity (15 minutes) + Copy the spdergram onto the boar Ask students in pars vo brainatorm as many related words and phrases for each sub-group as possible in five minutes ‘To practise making your point strongly inthe context ofa board game ere Modal forms should, must, perma sfety pote leg acvon eed to L | peeps ote | 4 thet on The fet, What we want ‘ | isn simply} ROAD SAFETY 1 (vocabulary elated to driving nd i ee offences | ways sowing trac Speaking + Stop the group brainstorm and collcr suggestions from che class, ‘writing them up on the board asthe scudents cll them out. Keep this phase as brief as possible, + Deal with any vocabulary queries and add or check useful collocations (given in tales in Posible Ansvers). Leave the vocabulary on the board for reference during the main activity Use ater Classbook Lesson 15 ‘One copy ofthe Board game and one set of Topic cards, cut up, per group of three or four students Dice and counters per group Procedure (20-25 minutes) 1 Explain thar the srudents are going to play aboard game where they Possible answers will have to give ther opinions on road sfty. Ask seadents to ger into personal safety [groups of three or four ann hele r,t on 2. Give out a copy of the Board geme and a dice and counters to each ree harne Wea _group. Also give them a se of topic cards which should be placed face ( Siseat tah pute ch ny down in the space on the board. Explain chat they must throw the dice ir bag Uaate, ‘to move their counter around the board, After each move they should ‘akea Tepic card from the centre and give an opinion on this topic using che phrase or word on the square chey land on, The Topic cade should be replaced at the bostom ofthe pack and used more than once, as necessary, 3 Before you start che game, ask the students to think abou what the stress and intonation patterns of some ofthe expressions on the Baerd might be, eg. Whar we should not be dong i... tin i's erie that ged speeding fhes (sue poms on your | Fandom compulsory vehicle checks, : " oo eee i Aaa 4 Arma ning norton bing ded ht 4 ieee pronunciation and note any problems (or particularly effective Sentences!) for class feedback afterwards, 5 Asche groups finish, ask chem for any radical opinions that came out if the students are incereste, allow this to develop inea a general clase discussion. Extension activity + Students wrice an article giving their opinion on one of the aspects of road safery discussed. 15 ON THE ROADWANE see 15 ON THE ROAD Board game ay START ||| Theesno ||| Whatwe Iti doubt shouinotbe |]] simply |] tenble ||| Me™ > that doings ) that l L_ FINISH ea ‘find t increible t ih simply ute | honesty Vf What wonies seshing els that. . esta that... iis eset that issimply “he simple maine toate | pea fat. ff Sar that. matters... % . PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS— || J t 15 ON THE ROAD Topic cards crash helmets 8 random police checks speed limits in toms UN eee ‘E° on-the-spot nes ® 16 ® pedestrian crossings /subwa (| minimum ag for diving minimum age for seat bets ‘iin a motcike ctlden in cars S | i road safety edvcationfor_ compulsory egulr checks for i children cas (brakes, ight, et) i pedestanzed areas punishment for carees or dangerous crving ‘medical eramintions for divers Atving tess for motor-ccists speed mits on motorways PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSANY PLANS, MR PAVAROTTI? CEE To practise taking about persona plans | ENT z Verb forms used to talk about plans i probably won’ be... planning to rol BBE) Colloquia! expressions and mult- word verbs connected with plans (call of, snowed under, put my feet up) ‘Speaking reading EST Use after Classbook Lesson 16 Mens ther one copy per student of the Word! poo! forthe preactivity or an our (One copy por pair of students ofthe ‘Speech bubbles worksheet and the Celebrity photos Scissors and Bhitack” to stick pietures tothe board ‘One enlarged (43 oF more) copy of Celebrity photos 16ANY PLANS, MR PAVAROTTI? Pre-activity (10 minutes) + Give each seadent a copy of the Word pool or show the class an OHT of this. Seca time limit of five minutes for them ro find expressions connected wich plans and ro put them into ewo columns under che beading I'm... oF 'm gingto.., adding an object where necessary, eg. T'm up t0 my ayer in paperwork Answers tm. 1m going to. up to my eyes in: wind down ed up ‘aloft snowed under crash out sta loose end ut ny fest up Ricki pullout of + Check wich an OHT or write on the board, and elicit suggestions for suitable endings for the sentences. Leave these expressions on the board to prompe students couse chem in che following activity. [Note Ifthe students beven' done the Classbookleson, a altornative tothe Precast sto divide ther into thre groups, allocate thre or fur ofthe expresons per group and ge the to check meaning /style/ sein a Aitonary. Re group te sudentsand ak them to per tach their verbs Procedure (15 minutes) 1 Tell che students you wane them to imagine the shore-or longer-cerm plans of some well-known people and give our one copy ofthe picture sheets per pair of students. 2. Give outa sheet of speech bubbles per pair of studenes and ask chem to choose and complete bubbles for sx of the people in the photos. Give them an example for Pavarotti, eg ‘Any plan for the tour, Mr Pevaroti? ‘Well’ performing Pars so I'm hoping to vis some of my favourite restaurant thre 3 Ask the students to cut out their completed specch bubbles and pass ‘hem to another pair of students, The new pair should pue the bubbles against the people they consider most appropriate. The original par then check / comment. While the students are doing this, stick the blown up copy of che famous people pictures on the board, ‘Ask each pait to choose ther favourite caption and to come and stick it ‘on the board; encourage the students to come up and read the various captions. (in a large class, ifchisis impracticable, conduct a brief oral feedback of favourie eaptions) Extension activity + Magazine articles (expecially music or teen magazines) often have a seraghe question/answer serucaute in interviews with well-known personalities. Iryou have access to some of these, ake them into class End ask students to see what forms and expressions are actualy used © ask and tlk about plans in the interviews. Irnot, ask the students © Jook out for this type of interview themselves ' | Aead ( 16 ANY PLANS, MR PAVAROTTI? Word pool snowed "y feet stick wing UP of tied up som ot UP ge QE ont op ever put ater rsh [oose oe purr SM! omy with a a 1 probably wont be .. ve got no plas to. Wve woosie ‘don thik a) might .. Vm thinking of ... Vm planning to ... PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSC OV NEES = 16 "4 Al ANY PLANS, MR PAVAROTTI? t KOFI ANNAN, diplomata AES EEE ‘16 ANY PLANS, MR PAVAROTTI? | PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS a17 TOWN OR COUNTRY? Discussion and roleplay about town and country ite Language Language of expressing andjustiying opinions informaly (realy dont ‘hin, There's no Woy Pm going 10... Thats realy out ofthe (question) ee seater Classbook Lesson 17 ‘Materials ” Two large sheets of paper Pre- cctvty) ‘One Question card and one Role card for each student. Blutack” fr puting up written summaries on the whiteboard and / ornotice board 17 Touvox count Pre-activity (10 minutes) + Divide che lass nto cwo groups and gve each group a large she of paper. Ask one group co brainstorm around fur andthe other group round conn, Encourage them o express thei felings about each place + Ask the wo groups co compare heirideas and explain whether hey ‘would rather ven the coun or the countryside Procedure (1 hour) 1 Divide the lass inco groups of six. Give each student a different (Question card [Note Ifyour clas docs’ divide int groups of, you cam either give some students two cards, or not use be fist and last cards 2. Ask the students to circulate within their group and interview other {group members about their question, 3 When the students have finished, ask each seudene to write a shore summary ofthe responses to their question and reasons given, Monitor and corcect, then ask them to put these summaries on the whiteboard / notice boar. 4 Give the students time to read each other's summaries. Lead a brief \whole-class discussion om interesting points raised, Introduce the roleplay. Explain that the Roberts family has the ‘opportunity to move to che countryside now thar che father, Martin, is able to do most of his work from an electronic office at home, He and the res of che family are going to discuss whether or not they wish to dos, 6 Ask che students co work in ther groups of six, Give each student a Role card and ask cher to think about what thet person might prefer todo, [Arrange che furniture so that each group can sit around a table. Make sae chat they know who is who and that they address each other appropriately (Mum, Grandpa, ec) [Note Ifyour clas does’ divide into groups of, you could eave Mark Roberts ‘and or Jon Hickgrove out ofthe roleplay, 7. Ask che stadents to begin the roleplay. While they are talking, make notes on linguistic difficulties and any particularly appropriate language used. 8 When the students have finished, ask each group what chey decided and whether ie was an easy decision 9 Lead a correction slot on any problems which arose in 7, Extension activity + Ask the stuencs owe a dary encryin thei role saying how chey fel about the decision taken. Alternatively his cold a the forn oF a video dary. TC1 ERE ‘ 17 TOWN OR COUNTRY? Question cards Town oF, Town or eknunoa Is ie better for small children to live in a town or in the Is it better for teenagers to live ina town or in the countryside? countryside? we by ‘country? Town or eAnuno? oo Is icbetter fata full-time without children to live in a town or in the countryside? i Is it better for a young couple | ‘country? Town or eAnuno> Isi better for#lderly people i i ly peopl to live in afin or in the countryside? ee works in a town to live in a town or in the countryside? 40 uMoL 40 UMOL, ‘country? -ountry? PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSeee Oe 17 TOWN OR COUNTRY? Role cards Parsy ROBERTS, AGE 44 You area full-time mother but you ‘want to get a part-time job when your son Mark is ten. Eventually you will want to go back to full-time work, preferably to resume your career in publishing, though you would consider other options. You have not yet made your mind up about whether or not you want to 3 move to the countryside. What will 2 yourarguments or questions be? country? eknuno> MICHELE ROBERTS, AGE 16 You will stay at school for two more years before you go to university. You will probably study in another town but will still live with your parents during university vacations. ‘You are not very keen on the idea of ‘moving to live in the countryside. ‘What will your arguments be? -ountry? Town or Este Roserrs, Ace 74 You moved to live with your eldest son and his family three years ago. Your health is not very good and you are becoming increasingly dependent on your son and his wife. You do not know many people in the town where you live but you are against the idea of a move to the countryside. What will your i ‘arguments be? i | a Town or, Manin ROBERTS, AGE 44 ekquno> You work as a software designer and have recently gone freelance. This means that you can work from home most of the time. You will only need to visit clients ‘occasionally. You feel that this makes a move to the countryside possible and are very keen to take advantage of this opportunity. What will your arguments be? g country? eAnuna> ‘Mark ROBERTS, AGE 8 You are still at primary school and will go to secondary school when you are eleven. You are generally in favour of a move to the countryside but you have some worries about changing school. What will your arguments and questions be? g ountry? Town or JouN HickcRovE, ace 72 3 You live near your only daughter, Patsy Roberts, and her family. You are still healthy and active and you have many friends and a busy social life in the town where you live. You will not be happy if your daughter and her family move away. What will your arguments be?1 TEACHER'S NOTES ‘18 IS IT PC? ‘To raise students’ awareness of Potentially sexist language and more acceptable alternatives ea Potentially sexst or offensive terms (businessman, manageress) and neutral alternatives business person, manager) re ‘Use after Classbook Lesson 18 RE ‘One copy per student ofthe Article andthe Crossword Ether an OHT or one copy ofthe Crossword solution per pair of students (One OHT or one copy per student / Pair of the cheat sheet Pre-activity (5-10 minutes) + Show the article headline on an OHP or write ton the board and ask svhas meancy dumb Bond (an attractive bt empry headed blonde gil or woman) Also check the meaning of PC (pola comet) by {sking whether they think demb onde is PC or ot + Show for aricleisabout che subheading and ask the students co guess what the + Give out one copy ofthe Artie to each student, ak them to read it, and say how necessary they think this service is. Depending on the interest of you and your cass inthis subject, you may want to let che discussion continue a lite, but sry not co get into specific examples ‘which may ump the gun forthe crossword activity! Procedure (15 minutes) 1 Give the students a copy each of che Crossword. Beplain thar the clues are all extracts from office e-mails and that each one contains a word which is potentially sexist or offensive. Do the rst clue as an example The offensive word in Acris spokerman. The acceptable alternative would be spokesperson, which is the word needed ea complete 1 Acros. 2 Ask the students to work in pars to ty to ideneifythe sexist word in the other clues and co try to ind more neutral alternatives. Point out that somerimes chey will need to use evo or cree words, 3 When che srudents seem co be seuck, help them either by showing them the Chea beer on an OHP ot by giving them a copy. At chat poine they only have to match the solution to the correct clue and complete the crossword 4 When the students are ready, give out a copy of the Crosword solution per pai, or show icon an OHT, [Note Thisis intended mainly as an activity tore the students! awarenes of the ‘sue andthe language, o don't them sruggleon for too lng and get frustrated at not being aber complete the crossword Extension activity +The students think about thrown language and whether any aspects oft might be portal exe, whether the masculine gender has dominance ingroup of people ebjcs which are of mined gender, Ifthe claeis multenatona, encburage them fo share ther ies + They write an article for an intematonal magazine explaining these poten seis aspects oftheir anguage and suggesting possible Hematies. taisirrerEEE I q. 18 IS IT PC? I Article c Farewell, dumb blonde Use those words in an e-mail, mister, and there’ ll be trouble tu do te wou lps bowie working envionment WW rs on es Sons? Suk? What real, Lol utc ital fk and cay? Dott 2 goverment rps Sendo machine on is The tee a Sono Ser neon caw wien The yom ns kes Ea Greyson noe fom Delst spec wo or phe a Sinden sroe Tr ccamr pas opt ah yen mw we'e geting words tem Gea al fhe the, Ail tse word ae trl ina mesg i to coro bse sans gh tale mange Fpl Uk potay sss key fo arden ten wveded yest) tat be sxe hugh comet ante Sonpany i flea’ sevee into of he wer le em whouhy employee ongoing se Weal et ey, Bet chai! canbe canned for wears wih mani prenialyofensne™ tems: hbverescomputas aes triste vas The ato fr sone tiy cor ad ott Sug sno pect ele tu hum neaen fom te chase of low a HERE ro rocomante © oxrono univensry press a Ca"4 8 IS IT PC? Crossword - 's[Plolklels Fsloln E Cc a” rT Tr 5 ( t | a a PTT I =I Across — | 1 10 12 13 18 . Vanessa's agreed to act as spokesman inthe meeting with management next week. Guess what! Sheila from Accounts has gone back to teaching and she's been offered the job of headmistress? inher old schoott Inher role as chairman ofthe meeting, Anna Kingsley 2 «asked for alterative suggestions. Everyone is responsible for his own workstation and should log off and shut down the computer atthe end of each working day. ake @ very serious view of this thet on company ‘premises and reported it immediately to a poice 3 We are expecting a defegation of Finish businessmen next week and I ope you wil al meke them feet 9 weloome, He's the sort of person whotl ust take a cite fo " someone and spread mafcous gossip about him around te ofc. “4 Dear Si, 16 | wonder if you can give me some information on Tie boss asked us fo lscuss the question with 2 colleague from another department and find out what he thought about it The photocopie's gone wrong again; can we get a man fo come and fx it? Down The jb of foreman inthe printing works is vacant think might apply foil So mary of ournpoyees are sick al the moment tht {tical to man the infomation desk adequately {reckon the phone is one ofthe worst ms of torture ‘noun to mankind! Mine never stops! 4 Some days { wonder why I over became an accountant; [realy wanted tobe an actress you know! ‘Most of our cleaners’ overals are made ofa mix of cotton and man-made fabrics now and they seem to be ‘quite satisfactory. This applicant used fo be an air hostess before she went into marketing. Could you rng XL and ask a salesman fo call ith ‘some samples of their new fabrics? Jennifer Searle has been appointed manageress ofthe canteen, Dear Mrs /Miss Osgood, PHOTOCOPIABLE ® OXFORD UNIVERSITY PRESSCORTE a 18 ‘< IS IT PC? Crossword solution _ T s[elolklelslelela’sloln] t fale falo ° fela|a/ Tal e ful [cl € E a wm) [tr] GrlsleDe F a A) [ol v A a ny [Rl ifeleMMolrle[ilclele ™ s L T ee "slulstilwlel olelile n H o € R é f re L Tlulelw) [i (Eg N : c w 6 a t A t i i Plalely o LA LE! 2 S M oO olulefolule] [0 2 e 2 5 In * r 2 Cheat sheet them supervisor Ms lie ofer ( manager Si or Madam head fuman beings actor sales rep someone staf they fight atendant arial busines people thei chair spokesperson PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS aa d 19 TRUE-LIFE STORY Pre-activity (10 minutes) + Brainstocm diffrent categories of magazine onto the board, eg women's, men's sports sure, current afairy, musi, compute science, travel er + Tell che students chat chey have five minutes to find out what rye of magazines the other stadenesin the elas ead or buy. ‘To practise writing and telling stories and anecdotes EI Expressions for introducing ‘anecdotes, setting the scene, describing the main point, and ending anecdotes had the funniest experience. was a nightmare, never forget it) + Collate the survey results on the Board Procedure (1 hour) 1 Asli the seudents have read magazines in which readers are asked co send in their own credife stories. (If possible, show copies of such ‘magazines. In Britain, examples are Take a Break, Bes, Bella and That's Life) 2 Ask the srudents to work in pairs and think of a truelfe story. Give them a copy of che How to rie your reife tory form. Explain that the categories on the form may hep, but thie story dacsn’e have co fe Writing, speaking Use after Classbook Lesson 19 Materials them, ‘One copy ofthe How to write your “The story can be ere or invented, and something that happened to truette story form them, a frend, a relative ora frend ofa fiend”. Encourage the students Cone copy ofthe Phrases for to make their stories light heared and eneereaining by elling example Storyteling worksheet per pair of anecdotes of your own, students 3. When they ate ready, each pair should complete the How to write your rele story form, 4 Ask the students to exchange forms with another pait. Explain that each pair must write the story outlined on the form chey have been given, Blutack” to put up completed stories around the classroom “They can ask the students who completed the form only three questions before they stare writing the scory. $5 Give out the Pres fr toying worksheets and go crough them wth the las Explain chat when ling a tory, weft lei sectons ‘ The story on the workhes has ben dvd op as evample 6 Askthe student to wite up the sores they have been ven rom tether pi Aste wre toner and cree By theca of hs Fase each pie should hve ea copy of tht sry Fo eer Dre 7 Putall he stores up around che clasroom. Encourage he students to foround and read cach others stones, 8 Leada whole dase discussion onthe diffrent ores nd how he stants feel abou them Check whether the writen sone ae what the students who comple the forme expec + The students find magazines in English at an incernasional newsagent, in a library, or on the Internet and bring authentic true life magazine stories to the next lesson to shate with the class. + Ask them to look at magazines in their own language and summarize in English any stories they find.TRUE-LIFE STORY How to write your true-life story Weve all got stores to tell but where do you star? Here's a guide to help you write for Take a Break and earn cash! You can enclose a leter foo; we read every one! My story is for (please tick) | Tue ite pats | Ima chocoholic! C1 Royal weddings | Readers tru reality peat | Tiesaved my famiy. 2 supermarket soap | tater fom ne heat ——() Reade content Dead or alive? (1 The happiness awards Who Is IMVOMEM? nn Include any relevant photos, which we wil ry fo return fo you ‘Romember, you can enclose a leter as well PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS Ph Int on bay wit Se We ste she My of pre De So uc a19 TRUE-LIFE STORY Phrases for story-telling Introduction and arousing interest One of the most embarrassing things that ever happened to me was when I was out shopping vith my wife. Useful language One ofthe... things thot hoppened to me wos 1 hod the funniest / most embarrassing / most interestiag experience when Something I never forget is when Setting the scene We had been burgled a few days before, and our stereo had been stolen. So we went to buy a new one. My wife and I were looking at stereos in 2 shop and I saw one that looked quite interesting. My wife was seven months pregnant at the time, ‘and was wearing a green dress. Out of the corner of my eye, I could see a dark-haired woman, very pregnant, wearing a green dress. Useful language Past perfect We had been burgled afew doys before Past continuous We were looking ot stereos Reduced relative clauses There wos another pregnant woman inthe shop looking at ragos. Desc 1g the main point So I put my hand round her back and tickled her tummy. And then we looked at each other, and guess what? It wasn't my wife Useful language Past simple | tickled her tummy Saying what happened at the end and how you and others reacted One of us screamed. I can't remember if it was ‘me or the woman. Maybe we both did. It was so embarrassing, I found my wife and said to her, "We're getting out of here? We hurried out of the shop and I told her what had happened. Fortunately she saw the funny side. Useful language ‘twas a nightmare /so embarassing | really Fanny. twas absolutely hilarious / awful briliant | wos absolutely stunned / petrified / speechless. Connecting the story with now and describing the long-term effects { sometimes wonder what the other woman thought. Maybe she saw my wife and realized what had happened. Or maybe she tells her friends, "You get some very strange men, you know. [remember when I was pregnant this man came up to me, tickled my tummy, screamed and ran away! Useful language J sometimes wonder. "itnever forget it J guess ve leant something from the experience. PHOTOCOPIABLE © oxroRD UNIveRSITY Press RCEIT WON'T START! P Pre-activity (6 minutes) «Write the following onthe board and ask the sradens ro rank them in terms of importance to them in ther ives car computer deo mobilephone stereo /CO piyer TV + Inpsirs, che rudent tll each other which thre cheyconsier most importan and wy. Ask ce stadens ro ralleach ocr about any Gistdvancagesor problems they have had wit these ems. + Lead whole lass feedback on some of the problems they have had Flicicand writeon the board any wel phases, “To practise deserbing common technical problems and suggesting possible solutions EN ‘Vocabulary elated to problems with clectronic domestic appliances tthe screen keeps going blank, there's a) ‘rack sound, it won't come on, | can’t get it to take messages) Tewor't star Itkseps| staling 1 car'tget it | into reverse Language of suggestions Have you rewind | crashing tocomeon ( twied 2 What about? Why don't record | going dead to take messages you”) Procedure (20 minutes) 1 Tell che students they are going to play a card game in which they have to describe problems they are having with cheir possessions and come up with some helpful suggestions for other students, 2. Divide che class into groups of three or four. Give each group a copy of ‘Howto play and the sets of cards 3 Explain char there may be more than one suggestion foreach problem Speaidng eT ‘Use after Classbook Lesson 20 Ens ‘One copy of Problem cords, cut up, and that they should decide on the mose appropriate, Ask the seudenes er group of hres or four students teste playing when they ae Pea ASS ‘One copy of Suggestion cords, cut up, ainsi 4 Asche seudents are playing, note down any language errors or problems for feedback / correction later but don't interrupt the flow of the game. 5 When the first group finishes, ack all the students co count up the number of pairs they have. 6 (Optional tea quick edback nd conection loc on any eos you noted in 4, ‘One copy per group of How to play Extension activity «The students wrce a set of Wheto dof. nstructons for apiece of equipment they use. Wow to play + Corns i wh a ple ur ein sane smcecrontangoiphmowatss Rosenonyateu tee sera mre ingeuprotmeeortur cag tasonestot abet wnt ann maar Pebedcaesomrasegtencrismsecm agen le coo 2 ET cars ot ach pecan onc het own oom |» Per: tansy exaing one othe oben he/she reree The screen on my computer keeps going blank, 4 The other players can make helpful suggeston, but only they have an appropriate Suggestion crd in their hands, Hove you ted tuning ito and on again? “The fret person to makes sutable help suggestion takes the Problem and Suggestion cards and puts them 4 ‘on the table in fron of him/her. PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS 20 TWONTSTART jZea ' 20 'T WON'T START! Problem cards won't come on Internet connection screen blank screen blank fuzzy picture won't come on crackly sound funny noise indicators no messages display blank goes dead 67 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSRTS i 20 ‘. IT WON'T START! ‘ Suggestion cards ¢ E E CE E E i io i i \ check battery in check mouse remote control ‘connection (EEEHEPHorocopiaste © oxrono UNIVERSITY PRESS21 SPOT THE MISTAKE! Pre-activity (5-15 minutes) Torevse vocabulary used rtaking | + Tellte students you saw afilmor video lastnight that you aly crately abot ins enjoyed and that they mussel (Make sure you havea lim in mind thae you can tlk about!) Tell them chey have to find oue what it was by asking you yes /o questions eg rita comedy? Did it gerany Oscars? IF proves too diffcul,afver a few minutes start giving them clues, eg she name of the director che seeing EIMEn ‘Vocabulary for diferent types of film oralifferent elements of 2 fim (blockbuster, screenplay, plot) Language used to talk about these {on location, cory, harrowing) + Ifthe clas enjoys this, they can continue with one of them thinking of a film, ether asa whole class or in two or three groups, depending on the size of ce clase, Procedure (20-30 minutes) 1. Wriceon the board The flm ira ouching human drama wit hilarious performance from the lsding actor and ask students what's wrong with i, (Oc doesnve make sense; you probably would’ have a hilarious performance inthis type of Sm.) Ask them to suggest an adjective that ‘vould be appropriate here (eg. moving sub, retained). 2 Tell che class chey are going to read some extracts from film reviews \with similar mistakes in the use of vocabulary. 3. Divide the class inco reams of three or four and give out the Worksbet. Reading, speaking ST Use ater Classbook Lesson 21 ‘One copy ofthe Worksheet per group of three or four (or dealy, one per student) 4. Give time limic of cen minutes to identify che miscake in each sencence and think of a way co improve ic by using a more appropriate ‘word or making another eype of change to the sentence. 5. Ask each ceam in turn to identify the mistake in one ofthe sentences and suggest an improvement. They get one point for correctly identifying the mistake and one for a correct alternative suggestion. IF ‘eam cannot answer or gives an unaceeprable answer, the question, passes co the next team, [Note You cam decide wich team as which sentence (eg. by picking the numbers utente op for ene fel mos one Extension activity + Students prepae their own Spe the Miahe! sentences using vocabulary connected with fms, ether in their seams or individually ac home for tse in the following lesson. ‘6 mistake" touching performance Improvement ching memorable ret / read, amypet Magers _ elie nom reigning ia ae ee Bitctar arcade on aioe!” , MEIER artis smash ‘a mistake Sul movie suggests its nota box = Aes SE Es imotoement alt nb ey ent | understate ey ty hao, fa box offce 21 SPOT THE MISTAKE!SNe OSD SPOT THE MISTAKE! Worksheet CTion GE & 1 The film got rave reviews forts comy plot and ‘memorable performances by the leading actors. 2 His latest fil is a blockbuster costume drama ‘made on a shoestring budget in Scotland. 3 The fm received two Oscar nominations: one for the music and the other forthe score, 4 Children realy liked its harrowing humour, especially in the circus scenes. 5 He won an award for best original screenplay for his adaptation of the Vonnegut novel. 6 She gives a touching performance as the evil alien ruler in this sis movie, 7” The fim was a flop thanks fo its groping plot and acy development. 8 This surreal, off-beat comedy became something (of @ cut movie and box office success. 9 Cities appreciated the fim for its understated slapstick humour and quirky dialogue. 10 James Bond fs are famous for ther action- packed trates atthe beginning ofthe fin. 11 He gave @ moving and overstated performance in this grim portrayal of wartime existence. 12 Audiences greatly enjoyed this btter-sweet romantic comedy with ts tedious dialogue. haaii PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS"22 THIS, THAT, AND THE OTHER Pre-activity (15-20 minutes) + Wiite on the board or show this dialogue on an OHT: 18 How ue does Martin ear these cay 1 £44392. Anche oly 31 ys, 3 months and 18 cays ald A [she stil wariag for Marketing and imagng eration? 8 Yes, buts moved toa house 4 and two tds kometres out of London with 28 hectare fan + Ask he students whats wrong with it and ask for suggestions for improving irby using vaguer language ‘To practise using vague language Instead of more specie but Inappropriate alternatives, Er Vague language expressions for number (a couple of, ane or two), time (ages, about a month), and replacing a specie word {something ‘or other, thing) ‘A How much dos Martin eam these days? 8 Nearly £45,001 And he's only about 301 ‘ A Is he stl working fr that marketing com Speaking pany? 8B Yes, but he’s moved toa house 40 klometres out of London with loads of land, Lesson link Use after Classbook Lesson 22 + White on the board few more examples of vague language, eg. bis and pieces, ths and tha, someting or tbr, couple of exe. and ask the sens why we use expressions like chis wen exact information i not necessary or would sound pedantic or odd), Ask them road any more ague language they use of have heard people using + Give ou he Expreionr workshee and ask the sadents ro put the txpressons into che mos appropriate categories. Ask them oad any others they know. + Conduct brief cass feedback on any diffcutesatising or extra expressions added, ana a ‘number or quantity time expressions replacing 2 specific wre teagan Soe word orwioting ls Tens (One copy ofthe Pre-acthity dialogue ‘onan OHT (optional). One copy per student ofthe Expressions worksheet Preaetivity) (ne copy of Student A or Student ‘worksheets per student Procedure (10-15 minutes) 1. Explain car the srudens ae going o work in pir to make dialogues sound more natural by using vague language where sppropmate Give out the A and B dialogue babes an ak stents so fead through the thre shore dalogues nthe pus to see how dey sound. They should apres chat they sound alo ten ask them b think aboot their partand where they could subsiute egoe language 2. Thesadent tryout he improved version ofthe dialogues gether Encourage then to deus improvements an repeat the saioges» few ses, changing A and B role, and oy cdo this without reading heen hen chey el confident ‘ 3 Ask fora performance to the resto the cia ofeach dsloge from a diffrent pa of races end bre ak for comments as any ariatons other seen ha 22 TH, THA, AND THE OTHERRESO 22 THIS, THAT, AND THE OTHER afew days and things a bit OF bits and pieces ages half a dozen one or two something or other thls and that about ten day StUFF whatever '02d5 Of a couple of weeks y that kind of thing about amonth a couple of a week or so thing 5 a'clockish or something like that 30-odd someone 20 or so number or quantity time expressions replacing a specific word or avoiding a list PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSTHIS, THAT, AND THE OTHER Student A Dialogue 1 A. Hello! Haven't seen you for six weeks, two days! ‘A. Were you on holiday, or on business, oF visiting friends, or travelling around, oF doing research? Student B Dialogue 1 B Hil No, Pve been in America for twenty-nine days and I only ‘came back two days, four hours 290. B On holiday. We went to six places within a hundred and two kilometre radius of New York. | Dialogue 2 8 A. No, [had forty-three things to do at work. Was it good? ‘A. Yes; got the conference programme two weeks, three days ago and I noticed four Interesting speakers init. Dialogue 2 8 1 didn’t see you at the National Conference for Professional Associations last Wednesday, Thursday and Friday. = ER B Yes, there were seventeen interesting talks and six good posters in the exhibition A Dialogue 3 A. [read an interesting feature article in a newspaper or magazine recently about activity holidays. ‘A Would you fancy going on a sports holiday or a cycling holiday or a trekking holiday or ‘a mountaineering holiday? | Dialogue 3 B Yes, I've seen two light-hearted documentary programmes on TV on the same subject. B_ Mm no, think 14 prefer an art holiday or a photographic holiday or an archaeological holiday or an art history holiday. PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSFRANTIC SEMANTICS ‘To practise reading for general understanding and to raise awareness of textual cohesion Es Words wiich have acquired new meanings (actual, partner, friendly) Reading Een Use after Classbook Lesson 23, Reading, or atthe end of the lesson DEE ‘One or two of Texts A toF per par of students, eut up ‘Text A partner Today this word canbe used to mean ‘husbone, wife, boytiend or send. “Hah abou of nels a ich (esi soa ora ou ure? (aiite bo, 2a FRANC SEMANTICS Pre-activity (3 minutes) + nttodce the students the theme of words caking on new meanings. Ask them what the expresion eral war could mean today, and what iemeane hifty years go. (Fifty years ag, i would have meat outis aloe going vo Wat, Today could also mean a computer Star game, ora wat fought sing computers) «Ask the students if they know anyother words which have raken on ew meanings recently Procedure (45 minutes) A. Wric these words on the board actualy geek —trendly glamour ich partner ‘Ask the students what they mean. Accept any correct answers you are given bur do not go deeper into their meanings. IFehere are one oF two words the students do not understand, tell chem they will find oue 2 Buplain to the students char they ate going to read some cexts about these words and how theit meaning has developed. There are sx vexts aleogether, A to F, and each of che six uexts has been cue into three parts swith the key word gapped. ‘The students’ ask is to order their text / texts and co decide what the gapped words, 3 Ask the students to work in pairs, and give our one of two texts per is, depending on the number of students in your class. 4 Monitor the seudents as they carry out the cask, Give help where appropriace. 5 Regroup the seudents so that they are with someone who has read a different cex. Ask them to summarize their texts and explain their words to each other. 6 Lead whole-class feedback on the words and their meanings. Discuss the writer’ attitude to these words (he dislikes partner and seems not: like actualy and frend), Extension activity. + The students workin pairs and write sentences using some of the words in their modemn form. They then read out their sentences without saying the word and che other students supply it Sa* 93 FRANTIC SEMANTICS Text A There's something sick-making about the word | . but we're all going to haveto get { used tot. Is officildom’s chosen term for f anyone with whom you might be having asexual | relationship, replacing husband, wife, boyfriend, girlfriend, lover, paramour, consort and spouse. But then, many of these people are using it themselves. Voluntarily. Text A ‘The word comes from the Medieval Latin “partitionarius’, one who shares. Originally _-s shared something, e.g. a kingdom, a piece of land, but later, for some reason, it came to mean people who went into business together. Bureaucrats, particularly in education, health and social security, like to use inthe domestic sense because it is neither ‘judgmental’ nor ‘sexist’ i Text A ‘They can ask someone about his or her without needing to know whether the someone they had sex with but whose name they person is male, female, spouse, liven lover, or | I didn’t quite catch i i IES NCED RESOURCE PACK Text B There was great excitement the day ‘made it into The Times. Not the newspaper, you Understand, but the offices, where someone directed the word at the Editor, shortly before resigning on the spot, Text B But what does it mean? A basic guess would suggest that a_ is someone who relates better to computers than to people. A synanym for ‘nerd’, in fact. But what has this got to do with the Editor of The Times? Well, the word is really nathing to do with computers; i's @ much older term of abuse, Text B In current American dictionaries, a is defined as ‘a person with an unusual or odd Personality’ But older editions let slip that a was once ‘a carnival wild man’ whose ‘act usually includes biting the head off alive chicken (or snake, Not too far removed from @ newspaper editor, then, PHOTOCOPIABLE © oxFoRO UNIveRSITY Press EEA iFRANTIC SEMANTICS Text C tis lunchtime atthe office. ‘Are you hungry ata” asks sl, "replies Suzie, keeping her options open: ‘Are you going now?" ,respands Jim. ‘And so on, What are they realy saying? Suaieis hungry. dln is going cow These days, though can stand on its own, even where it has no _grammaticel business. ‘Do you have time to see me this afteroon?" "Perhaps the best translation is ‘maybe’. You cant do ths wth other adjective suffixes, -able, ful and the rest is a nice word: cuddly, soft, incapable of aggression. Pethaps that's why i's so often used in such compounds as user: or environmentally where it gives an air of benevolence co some frightening bic of technology or noxious chemical Compucer makers pioneered this when they were trying to show that a mysterious box of electronics with a blank expression and a reputation for costing people their jobs was actually everyone’s new best fiend. A. interactive keyboard is recorded in the US as early as 1979, Text C The. sufficis very od, going back to the roots ofthe Germanic languages. In Old English it was used principally to describe the origins of people, @.9. Scot. . Netherfond. , and 0 on. Less frequently i was used fo mean Yesembling’ or ‘characteristic of, infor example cid. frst recorded in about the year 1000, which we can recognize as hil When people use the free-standing . however, they are adapting the use of the suffix fo modify an adjective to mean nearly’ or ‘sight’. This happened first with colours, with blue . found fis in the fourteenth centuy. Text C ‘Since then, it has spread to oer adjectives. Today, we can tak ofa thin. chet in a plin- shit and new. shoes, roving we have wellfiting dentures. The ambiguities created by the various ~ suffxes were fermously exploited by Jonathan Mile, in his play Beyond the Fringe, wiven he quipped, ''m not realy a Jew just Jew "Which, as grammatical Jokes go, was @ good one, PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS a Text D The firse user compounds soon followed, ‘An American article of 1981, for instance, nervously described the development of user handle a laser. By 1982, such expressions as environment- ‘were common enough for the British Economist co be able to denounce them as ‘abominations’. Nonetheless, they have established themselves here. Some years ago, dolphin- ‘canned tuna arrived, bearing a promise thar absolutely no dolphins were harmed in its una, however, is still | sysceme thar make i easier For the average worker ro | production. Tuna. some way off Text D Te word started life asthe past participle ofthe Old ‘Teutonic vet fijojan’, meaning ‘wo low’. Ie continues ro evolve, Our own ceneury has added a grim new rwist ‘in World War, soldiers applied the adjective 1 their own shells, passing overhead, os, sometimes, dropping disastrously short. In 1976, book called Fire examined the phenomenon ‘of American soldiers killed by their own acillry. By che cime of the 1991 Gulf War, this expression was everywhere, possibly because, by some accounts, more American troops were killed by their own weapons in that contlicr than by those of the Iraqis. Not always such a nice word, then,* 23 FRANTIC SEMANTICS Text E Fashion has rediscovered ! How many times have you read that? But beware! is not as innocent a word as it might appear. is literally a spell cast on the eyes, ‘making things look more beautiful than they really are.A reasonable description of the art of the cosmetics counter, you might say. But it also, reminds us of the word's occult origins. Text E In the beginning, the word was about witchcraft. It is eighteenth century in origin, Scottish, and admirably defined in a book of 1721:"When devils, wizards or jugglers deceive the sight, they are said to cast. oer the eyes of the spectator! It started as a corruption of Old French ‘graniaire’, which meant, on the face of it, nothing more suspicious than ‘learning’. But in the eyes of the uneducated, learning was invariably associated with the occult. So “gramaire’ gave us both ‘grammar’ and 6 texte Sir Walter Scott was responsible for popularizing ints supernatural sense. Soon, however, it came to be used of beauty, particularly of the deceptive kind. ‘The modern use, to mean attractiveness or allure, is American. It started with the 1930s Hollywood expression girl and has ‘maintained its stylish reputation. But among British photographers, especially those without film in their cameras, mean ‘nude’. | | i | | | j | | j tends to Text F Listen to the way small children use the word {Ym not hungry’, they say, or Tim doing painting now! Or, Teddy's a boy, __! They seem to sprinkle the word around at random, with no regard for syntax or meaning, But then so do we: pertaps that’s where they got it from. is as ubiquitous in current speech a ‘basically’ and ‘hopefully: But it has never attracted as much odium as either of those words, despite being at least as meaningless: we're closed’ ‘it's Dr Jones, 2 matter of money’: if you look at my recent speech ‘Wes Jim, Text F Was always ie this? No It was once quite a serious word, To quote Thomas Hobbes’ Leviathan, of 1651, ‘Christ shall come to judge the world, and to governe his ovne people! in this context means ‘in person’ or “through his actions: Or, 2s we might say today, ‘in a trands-on way: Te source was French, coming from Latin and taken into English inthe fourteenth century. Text F Dictionaries note that. also means ‘as a matter of fact This isthe tiny sliver of significance that lurks behind our modern, meaningless This is used particularly in asserting some statement that might seem surprising or incredible. You find this most vividly expressed in Ido own those car stickers that say, the road’ PHOTOCOPIABLE © OXFORD UNIVERSITY PRESSeee 24 CONDITIONAL CONUNDRUMS Toralse student awareness of variations on standard conditional forms and thelr meaning, styl, and attitude Es Zero, st, second, and thd conditionals Variations on standard conéitional patterns, including use of were 0, ‘modal use of wil, omission of and alternatives tof use of in case eens ‘One copy ofthe Spot the afference ‘worksheet per student Pre-activity (10 minutes) «Ask snudents to suggest sentences for each ofthe main sypes of condivional (ypes 20, st, second, and third) and wrie them on the board + Asan awateness raising tage, write the following sentences on the board, none of which fi the standard zero, rs, second, orchid conditional pans (be aratet youd gue me alt ietimate you Rapier ge up smoking I woul be hare now facade to ih ystedy. + Ask the students iden the ypesand when they find thacthey ‘an explain that lot of so-called condisionals don’ actually conform to standard patterns, The following actvicyeaposes chem co fareher examples. Procedure (30 minutes) 1. Divide the clas into pairs and give out one worksheet per seudent. Explain cha all the sentences on the worksheet are grammatically correct, even though many do not Bi the standard patcera, bat that there are differences of meaning, style, and aeivude. Go through the first one asa class. 2. Ask che students to discuss the differences between the conditionals. Monitor and help as they work 3 Lead whole-class feedback on the answers. Extension activity + Ask the seudents to find examples of conditional sentences in auchenic texts (newspaper and magaine articles, books they are reading, signs and norices) cose wherher they fi the sandard zero, Ss, second, and ‘hird conditional pans. @ 24 CONDITIONAL CONUNDRUMS6 24 CONDITIONAL CONUNDRUMS Spot the difference 11a Ifyou park your car aver there, you won't be blocking the traffic Ifyou were to park your car over there, you wouldn't be blocking the trafic 2a_ tfwehad known he was araid of heights, we wouldn't have given him the job. b Had we known he was afraid of heights, we would not have given him the job. 3. Ifyou will go out late every night, it's not surprising you feel tired. b_ ifyou go out late every night, you wil fe! tired, 4a. Martin, if you upset your sister again, I'll stop your pocket money. b_ Martin, if you upset your sister again, 'm ‘going to stop your pocket money. S.a_ {you'd had a big breakfast, you wouldn't have been so hungry, b_ Ifyou'd had a big breakfast, you wouldn't be sso hungry. 6a Illcome with you provided Daniel isn't going b_H'lcome with you if Daniel isn’t going. 7. David won't go unless Susan is going bf Susan goes, David will too. © Pete won't goif Susan is going, 8a_Ilitake my umbrella in case it rains bb Hitake my urbrelia if it rains 9. Ifyou see Harry please don't tell him 'm getting married Ifyou should see Harry, please don't tell him tim getting married Should you see Harry, please do not tell him that |am getting married 10. fd known you were going into town, fa have asked you to get something for dinner, Had I known you were going into town, ta have asked you to get something for dinner. ‘11a fit weren't for the bank's generosity, we would probably be bankrupt. bb ifit wasn't for the bank’s generosity, we would probably have gone bankrupt. ¢ Ifithadn't been for the bank’s generosity, we ‘would probably have gone bankrupt. d_ Had it nat been for the bank’s generosity, we ‘wouid probably have gone bankrupt. 12a_ Let me know if you want anything to drink. Let me know if you want something to 13. Ifyou follow me, Il show you where the crocodiles are kept. b ifyou'l follow me, Ill show you where the crocodiles are kept. 14a Youwantto getin, you pay lke everyone else if you want to get in, you will have to pay lke everyone else. PHoTocoP! BLE © oxFORD UNIVeRsITY Press MEZA